Exploring the Idea of Task in the Context of the Young Language Learner Classroom. Research Report. RR-24-15
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| Title: | Exploring the Idea of Task in the Context of the Young Language Learner Classroom. Research Report. RR-24-15 |
|---|---|
| Language: | English |
| Authors: | Veronika Timpe-Laughlin, Bianca Roters, Yuko Goto Butler |
| Source: | ETS Research Report Series. Dec 2024. |
| Availability: | ETS. Rosedale Road, Mailstop 19R, Princeton, NJ 08541. Tel: 609-921-9000; Fax: 609-734-5410; e-mail: RDweb@ets.org; Web site: https://www.ets.org/ |
| Peer Reviewed: | Y |
| Page Count: | 54 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Second Language Learning, Second Language Instruction, Teaching Methods, Learning Activities, Elementary School Students, Definitions, Expertise, Authentic Learning |
| ISSN: | 2330-8516 |
| Abstract: | Originating in adult education, the approach of task-based language teaching (TBLT) has been promoted in young language learner (YLL) education. However, its application often encounters challenges due to varying interpretations of what constitutes a "task." Previous research has repeatedly highlighted gaps in teachers' understanding of tasks, often reducing them to mere exercises rather than opportunities for genuine communication. A potential issue could be that some of the criteria of a task as defined in the literature that focuses on adult second/foreign language (L2) learners do not necessarily apply or may need to be modified in YLL education. For example, tasks have traditionally been defined as having "authenticity," but this may vary, as YLLs are often engaged in play and driven by imagination. Additionally, for children, school represents their "real world," so their concept of an "authentic" task may differ from that of adult L2 learners, who may be attending classes to improve workplace skills. In this study, we aimed to explore the concept of task in the context of teaching an additional language to YLLs in primary education. Utilizing a Delphi method, 16 well-known experts who work at the intersection of applied linguistics, TBLT, and YLLs participated in three rounds of data collection via email. After providing written definitions of a task and its characteristics in the YLL classroom in Round 1, the experts rated each other's definitions on a 4-point Likert scale and provided comments on the definitions in two subsequent rounds. Additionally, we conducted follow-up interviews with a subsample of the participants (n = 6) relative to a particular task characteristic: "authenticity." Using both quantitative and qualitative analyses, we identified key aspects from the data, including task characteristics, learner considerations, and implementation details. Findings showed a distinction between "activity" and "task," with the latter being understood as featuring certain characteristics. Accordingly, a task in the YLL classroom has a goal orientation, an orientation to meaning rather than linguistic form, a need for YLLs to use their L2 repertoire, a type of information gap, and a real-life connection. While largely congruent with the concept of task in the L2 adult literature, the experts particularly highlighted a learner-oriented approach to tasks that stresses cognitive, social-emotional, and affective development of YLLs. In particular, experts highlighted the significance of imagination as part of children's authentic world. Thus an "authentic" task for adults may reference a "real-world" domain, whereas an authentic task for YLLs may reference an imaginary one. We discuss the findings and emphasize that the concept of task in YLL education should be broadened to include aspects of imaginary worlds and make-believe. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1459596 |
| Database: | ERIC |
| FullText | Text: Availability: 0 CustomLinks: – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=EJ1459596 Name: ERIC Full Text Category: fullText Text: Full Text from ERIC |
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| Items | – Name: Title Label: Title Group: Ti Data: Exploring the Idea of Task in the Context of the Young Language Learner Classroom. Research Report. RR-24-15 – Name: Language Label: Language Group: Lang Data: English – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Veronika+Timpe-Laughlin%22">Veronika Timpe-Laughlin</searchLink><br /><searchLink fieldCode="AR" term="%22Bianca+Roters%22">Bianca Roters</searchLink><br /><searchLink fieldCode="AR" term="%22Yuko+Goto+Butler%22">Yuko Goto Butler</searchLink> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="SO" term="%22ETS+Research+Report+Series%22"><i>ETS Research Report Series</i></searchLink>. Dec 2024. – Name: Avail Label: Availability Group: Avail Data: ETS. Rosedale Road, Mailstop 19R, Princeton, NJ 08541. Tel: 609-921-9000; Fax: 609-734-5410; e-mail: RDweb@ets.org; Web site: https://www.ets.org/ – Name: PeerReviewed Label: Peer Reviewed Group: SrcInfo Data: Y – Name: Pages Label: Page Count Group: Src Data: 54 – Name: DatePubCY Label: Publication Date Group: Date Data: 2024 – Name: TypeDocument Label: Document Type Group: TypDoc Data: Journal Articles<br />Reports - Research – Name: Audience Label: Education Level Group: Audnce Data: <searchLink fieldCode="EL" term="%22Elementary+Education%22">Elementary Education</searchLink> – Name: Subject Label: Descriptors Group: Su Data: <searchLink fieldCode="DE" term="%22Second+Language+Learning%22">Second Language Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Second+Language+Instruction%22">Second Language Instruction</searchLink><br /><searchLink fieldCode="DE" term="%22Teaching+Methods%22">Teaching Methods</searchLink><br /><searchLink fieldCode="DE" term="%22Learning+Activities%22">Learning Activities</searchLink><br /><searchLink fieldCode="DE" term="%22Elementary+School+Students%22">Elementary School Students</searchLink><br /><searchLink fieldCode="DE" term="%22Definitions%22">Definitions</searchLink><br /><searchLink fieldCode="DE" term="%22Expertise%22">Expertise</searchLink><br /><searchLink fieldCode="DE" term="%22Authentic+Learning%22">Authentic Learning</searchLink> – Name: ISSN Label: ISSN Group: ISSN Data: 2330-8516 – Name: Abstract Label: Abstract Group: Ab Data: Originating in adult education, the approach of task-based language teaching (TBLT) has been promoted in young language learner (YLL) education. However, its application often encounters challenges due to varying interpretations of what constitutes a "task." Previous research has repeatedly highlighted gaps in teachers' understanding of tasks, often reducing them to mere exercises rather than opportunities for genuine communication. A potential issue could be that some of the criteria of a task as defined in the literature that focuses on adult second/foreign language (L2) learners do not necessarily apply or may need to be modified in YLL education. For example, tasks have traditionally been defined as having "authenticity," but this may vary, as YLLs are often engaged in play and driven by imagination. Additionally, for children, school represents their "real world," so their concept of an "authentic" task may differ from that of adult L2 learners, who may be attending classes to improve workplace skills. In this study, we aimed to explore the concept of task in the context of teaching an additional language to YLLs in primary education. Utilizing a Delphi method, 16 well-known experts who work at the intersection of applied linguistics, TBLT, and YLLs participated in three rounds of data collection via email. After providing written definitions of a task and its characteristics in the YLL classroom in Round 1, the experts rated each other's definitions on a 4-point Likert scale and provided comments on the definitions in two subsequent rounds. Additionally, we conducted follow-up interviews with a subsample of the participants (n = 6) relative to a particular task characteristic: "authenticity." Using both quantitative and qualitative analyses, we identified key aspects from the data, including task characteristics, learner considerations, and implementation details. Findings showed a distinction between "activity" and "task," with the latter being understood as featuring certain characteristics. Accordingly, a task in the YLL classroom has a goal orientation, an orientation to meaning rather than linguistic form, a need for YLLs to use their L2 repertoire, a type of information gap, and a real-life connection. While largely congruent with the concept of task in the L2 adult literature, the experts particularly highlighted a learner-oriented approach to tasks that stresses cognitive, social-emotional, and affective development of YLLs. In particular, experts highlighted the significance of imagination as part of children's authentic world. Thus an "authentic" task for adults may reference a "real-world" domain, whereas an authentic task for YLLs may reference an imaginary one. We discuss the findings and emphasize that the concept of task in YLL education should be broadened to include aspects of imaginary worlds and make-believe. – Name: AbstractInfo Label: Abstractor Group: Ab Data: As Provided – Name: DateEntry Label: Entry Date Group: Date Data: 2025 – Name: AN Label: Accession Number Group: ID Data: EJ1459596 |
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| RecordInfo | BibRecord: BibEntity: Languages: – Text: English PhysicalDescription: Pagination: PageCount: 54 Subjects: – SubjectFull: Second Language Learning Type: general – SubjectFull: Second Language Instruction Type: general – SubjectFull: Teaching Methods Type: general – SubjectFull: Learning Activities Type: general – SubjectFull: Elementary School Students Type: general – SubjectFull: Definitions Type: general – SubjectFull: Expertise Type: general – SubjectFull: Authentic Learning Type: general Titles: – TitleFull: Exploring the Idea of Task in the Context of the Young Language Learner Classroom. Research Report. RR-24-15 Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Veronika Timpe-Laughlin – PersonEntity: Name: NameFull: Bianca Roters – PersonEntity: Name: NameFull: Yuko Goto Butler IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 12 Type: published Y: 2024 Identifiers: – Type: issn-electronic Value: 2330-8516 Titles: – TitleFull: ETS Research Report Series Type: main |
| ResultId | 1 |
