Task-Based Language Learning and Beginning Language Learners: Examining Classroom-Based Small Group Learning in Grade 1 French Immersion

Autor/inn/en	Bourgoin, Renée; Le Bouthillier, Josée
Titel	Task-Based Language Learning and Beginning Language Learners: Examining Classroom-Based Small Group Learning in Grade 1 French Immersion
Quelle	In: Canadian Journal of Applied Linguistics / Revue canadienne de linguistique appliquée, 24 (2021) 2, S.70-98 (29 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1481-868X
Schlagwörter	Task Analysis; French; Elementary School Students; Language Arts; Second Language Learning; Second Language Instruction; Small Group Instruction; Peer Relationship; Personal Autonomy; Language Usage; Independent Study; Literacy; Immersion Programs; Learning Centers (Classroom); Elementary School Teachers; Teacher Attitudes; Lesson Plans; Learner Engagement; Error Correction; Feedback (Response); Grammar; Oral Language; Teaching Methods; Grade 1 + Suchen Sie Ihr Suchwort? Aufgabenanalyse; Französisch; Sprachkultur; Zweitsprachenerwerb; Fremdsprachenunterricht; Peer-Beziehungen; Individuelle Autonomie; Sprachgebrauch; Selbststudium; Alphabetisierung; Schreib- und Lesefähigkeit; Immersionsprogramm; Unterrichtsdifferenzierung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Lesson planning; Unterrichtsplanung; Korrektur; Grammatik; Oral interpretation; Mündlicher Sprachgebrauch; Teaching method; Lehrmethode; Unterrichtsmethode; School year 01; 1. Schuljahr; Schuljahr 01
Abstract	Elementary French immersion (FI) language arts teachers often organize instruction around small learning groups. Students rotate through learning stations/centres and work independently with their peers on L2 literacy skills. This study examined how principles of task-based language teaching (TBLT) can be used and/or adapted to further support beginning L2 learners working independently at various literacy stations. This classroom-based study employed a pragmatic 'research design' methodology. Researchers worked alongside Grade 1 FI teachers (n=3) in the development and classroom implementation of language/literacy tasks designed around TBLT principles for use in literacy centres. Data collected included classroom observations in two Grade 1 FI classrooms, samples of students' work, teacher interviews, and task-based lesson plans. Findings suggest that integrating/adapting TBLT principles to small group independent learning stations was particularly impactful in supporting young beginning language learners with extended language output, peer interaction, learner autonomy, emerging spontaneous language use, and student engagement. Additional instructional focus on corrective feedback, oral communication skills, and focus on form and function were also reported. (As Provided).
Anmerkungen	Canadian Association of Applied Linguistics / Association Canadienne de Linguistique Appliquée. Departement de langues, linguistique et traduction, Pavillon de Koninck, Universite Laval, Quebec, QC G1K 7P4, Canada. Web site: http://www.aclacaal.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01