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Taller: What can the role of tasks and task-based research be in bilingual program design?
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Taller "What can the role of tasks and task-based research be in bilingual program design?" por Dª.Aleksandra Malicka y D.Rogert Gilabert, celebrado en el I Congreso Internacional sobre Bilingüismo en Centros Educativos el 14 de junio de 2010 dirigido a profesores de primaria, secundaria y universidades, a investigadores y responsables políticos interesados en la educación bilingüe y en metodología AICOLE (Aprendizaje Integrado de Contenidos y Lengua)
Now, the perspective that we are going to take, we are going to be talking from the
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point of view of syllabus design, that is, what you teach and in what order, how do you
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implement what you teach, which is concerned with language learning, right, because in
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bilingual programs, as well as in the programs that I will present, which are task-based
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programs, at the end of the day, a very important component of it is language.
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Does language get learned?
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And how, and how efficiently, and how fast?
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So we are going to take a slightly theoretical approach to this.
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We can help it.
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I come from the University of Barcelona, and some of the examples that I am going to be
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using come from tertiary level, that is, from university level, where people are also trying
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to teach a number of subjects through the English language, in our case, and so we are
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going to see how, some examples from that level.
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And one basic assumption that we are going to make is that, to some degree, teachers
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in bilingual programs in Comunidad de Madrid can decide, can make some decisions, right?
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There are some guidelines that the community is giving as to what the contents need to be,
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but there is some degree of freedom, let's say, to decide what you want to do with the
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materials, with how you organize those materials, what kind of materials you select, etc.
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And we saw that very clearly when, this morning, we attended a session on a framework for
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creating CLEO materials, right, by Lina Reyes-Andafuth, which was a very interesting session.
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And so that is going to be our perspective and our tone, so now Alexandra will start
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with the presentation.
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First of all, we would like to bring together task-based language teaching and content and
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language-integrated learning, and what we would like to do in this part is to mention
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basically on the basis of literature and on the basis of what we know about both approaches,
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the similarities and the overlaps that exist between the two of them.
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In the second part, we are going to speculate about the role that tasks may potentially
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play in bilingual program design.
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Now, we are going to do the speculations on two levels, basically.
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This would be the level of syllabus design and the interactional modes in the classroom.
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And this one will lead us to talking about how task-based research in the last 30 years
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may contribute to bilingual program design.
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Now, first of all, we would like to define a task.
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What do we mean by this in this combined TBLT framework?
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Well, it is a unit in all areas of TBLT program design, so we understand it not only as a
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methodological tool, so a tool that a teacher can use in a classroom in the pedagogical
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context, but also as a unit around which we can organize the whole course.
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So we can break down history or geography or any other subject into units which we would
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call pedagogic tasks.
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Then we would understand the task as a differentiated goal-oriented process.
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So there is a certain goal to this, which requires a number of steps in order to be
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completed.
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It requires also a certain cognitive and communicative procedures in order to be completed.
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It has a certain outcome on the part of the students, on the learners, and it is a unit
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which is sequencable, and it is subject to some pedagogic intervention.
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Finally, and most importantly, hopefully when learners are exposed to a series of pedagogic
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tasks in the classroom context, they are better prepared to perform real-life tasks.
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Now, we would like to illustrate this with an example from the Catalan context of academic
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course of journalism.
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Well, in journalism what we do, one of the tasks we do probably is to interview people.
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So we can see the interview people as a potential real-life task, right?
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Now, we can see that the interview itself is actually the outcome, and as we can see
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that we have to follow a number of steps in order to complete this task, right?
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So we have to decide who we are going to interview, we have to contact the person, we need to
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plan the interview, make arrangements for it, interview the person, and then the written
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interview is the outcome of our task.
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So we can see clearly here that it certainly has a certain goal, it has a certain outcome,
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it requires certain cognitive procedures in order to complete it, and there's a series
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of steps to follow, a sequence of steps in order to, well, to achieve our goal.
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Now, first of all, they are both analytic approaches to language learning.
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Now, what do we mean by this exactly?
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In the light of both approaches, the learners are not expected to accumulate chunks of knowledge.
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So, for instance, once they learn the verbs in present simple, they go to present continuous.
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We have learned from task-based research that it does not work in this way.
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And learning and the acquisition process in both approaches is seen more in a holistic way.
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Learning is perceived as a dynamic and a non-linear process.
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Now, second, teaching is mainly driven by meaningful input, although there is some room
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for attention to form.
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In both approaches, it is the content, so in Cling, this would be the subjects we have.
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In task-based teaching, the real-life tasks that would decide all the linguistic items
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that we're going to deal with in the classroom.
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We do not first take the language itself and then we add content to it.
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It is the content that tells us what linguistic items we want to elicit in the classroom.
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And, as I said before, the content is also a meaningful one,
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so we're taking the decisions on the basis of real-life tasks
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or real-life subjects that the students are going to complete.
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In both approaches also, learning happens in an implicit way.
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It happens through the exposure to the content,
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so the learners are not exactly aware what it is they are learning.
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They are not paying so much attention to the linguistic items,
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so the learning process is rather incidental than it is intentional.
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Then, in terms of curriculum construction,
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in both approaches we need to have some source for input selection,
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we need to have some source for input sequencing,
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and, of course, we need to have certain measures in order to evaluate what the students are able to do
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with the language and with the content.
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Now, tasks have been mentioned by some researchers,
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as a methodological tool used by the teachers in the classroom,
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but also a unit of analysis in syllabus design.
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So, as I said before, we can divide the content, so we can take the subject to divide them
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into units which we can understand as tasks, as pedagogic tasks.
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Now, at the level of syllabus design, we can talk a number of contributions
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that tasks could potentially have for CLEO.
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Let us take first of all the idea of identifying learner needs.
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In teaching, we have a pretty clearly defined framework,
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which was put by Michael Long, which is needs analysis.
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What needs analysis tells us is that before any language course starts,
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what we need to do in order to do it well is to identify the areas,
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the situations that the learners are going to face outside of the classroom,
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and then, on the basis of this, we know exactly what to do with the classroom.
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So, once we have the learners' needs identified,
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we have some theoretical source, some empirical basis
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in order to put this into the curriculum and sequence it.
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Input selection and sequencing would be the natural conclusion
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from performing learner needs,
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from performing needs analysis.
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Now, how this happens in CLEO exactly, this is a huge question, I think.
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How are these decisions taken?
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When we do needs analysis in task-based teaching, how do we analyze learners' needs in CLEO?
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Obviously, the situation in CLEO is more complicated because it is a more general goal
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of building knowledge, right?
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But still, needs analysis could probably, well, CLEO could probably benefit from this idea.
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Now, in terms of task design, methodological implementation,
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tasks could be used as units of organizing the syllabus.
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At the level of inside classroom pedagogy,
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these aspects of language can obviously be organized around pedagogic tasks,
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which then, at the level of outside classroom reality,
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this would lead us to producing chunks of knowledge, right?
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So, we can see that there is
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some resemblance between what happens in the classroom,
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so the inside classroom pedagogy and outside classroom reality.
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Now, in terms of evaluation and assessment,
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in this combined TBLT framework, we would have joint evaluation of content
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and language. So, tasks could serve us as a way of determining
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what the students are able to do with the language and with the content.
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So, this combined framework would obviously require a certain rethinking of the existing
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models of evaluation where content and language are normally assessed in separation.
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We do not take them together, but they are assessed, students are assessed
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on content and language separately.
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Well, we can conclude this section on syllabus design.
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Lorenzo 2007 put forward a certain framework,
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three principles that this combined framework would need to fulfill
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in order for it to work. So, let's take a look at these.
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First of all, it should set clear stages in lesson implementation
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that are compatible with language teaching.
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Then, it should be structured upon cognitive operations in which students must engage.
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And it should set a sequence of task types that exemplify
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how to materialize such operations. In other words,
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the way that tasks could help you is the way of determining
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what we're going to do in such a way that the fact that the content is in DL2
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is not a handicap to the learners, neither to the language nor to the content.
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So, it facilitates learning to some extent.
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Now, at the level of interactional modes,
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we could also talk about a series of contributions that tasks could potentially have fulfilled.
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The basis for this is the extensive research we have
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into cognitive and interactionist agendas in DBLT.
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What has been found out is that task design, so manipulating various
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task types and the internal characteristics of tasks
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influences language production. So, for instance, we could expose
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our learners to one-way versus two-way tasks depending on how we want the flow
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of information, how we want the information to flow between them.
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We could expose them to open or closed tasks, so ones which have just one solution
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or multiple solutions, or convergent versus divergent. So, whether
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the two speakers or more than two speakers have the same goal in the interaction
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or if they have multiple goals. Their goals are different.
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What has been shown in task-based research is that if we manipulate
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these features and types of tasks, it influences the learners' production.
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So, the three dimensions of performance, fluency, accuracy
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and complexity.
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Now, what kind of implications this could have for CLIL? At the level of classroom dynamics
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how this could benefit CLIL is, for instance, for classes to be
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more learner-centered, so that the learners have
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hands-on experience using the language more because it is them who
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participate in the class between each other, either in pairs or groups
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rather than the teacher being in the center. So, the teacher
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would play a more facilitative, more passive role in the classroom and the students
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would engage in communication more. At the level of interaction
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hopefully, if learners interact between each other, there are
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certain conversational episodes taking place that have been proven
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to be beneficial for language production in task-based teaching, such as
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negotiation of meaning, comprehension checks, clarification requests, self-repair, peer-repair,
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etc. And, finally, what does this mean
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for language case? It means more opportunities for output, so
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probably we maximize learners' opportunities for learning
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the language because it creates an optimal environment.
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Now, as a conclusion to this section about interaction modes,
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we can consciously, carefully manipulate various task features
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and characteristics in order to target the different aspects of production.
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So, we can take a conscious decision how to design a task
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in the way that we elicit a certain linguistic behavior from the students.
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And I will try to point to some of the research
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that shows some links between
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engaging in communication and interaction, etc., and actually learning
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the language and how effectively that connection
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works. Now, the first, as you know, any program
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whether task-based or QUIL or content-based or
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immersion, should decide on these basic questions, right? What to teach
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in what order, what should tasks look like, how to teach them,
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how to measure progress, and to measure
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whether task-based language teaching works. Now, I bet we all assume that
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bilingual programs work and that people learn languages, but do we know
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how it works? I mean, do we know how it happens, whether it can
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happen better or faster or more efficiently? So, that's what
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syllabus design is concerned with, and we have these six areas. I'm going to focus
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on needs analysis, task selection and sequencing, pedagogic
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task design, and methodological implementation, which are
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of course evaluation and progress assessment are very important too, but we won't have
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time to cover all of them, so I will focus on these four. And I will try to establish the links
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between what we know from research and what
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can be done in program design. Now, needs analysis.
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Needs analysis, as Alexander pointed out, is about what to teach.
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Now, here I am assuming that
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in bilingual program design
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it is the community, the Comunidad de Madrid, who decides on some basic
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guidelines, and then teachers can actually get down to choosing some
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tasks and then organizing them into a program somehow.
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Is this true? I mean, does it happen? Can teachers be free to do this?
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Okay. Now,
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typically in a task-based perspective,
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what people do is to ask practitioners and subject matter
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experts and managers and bosses. So, for example, if you have journalists working
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and you have to train journalists and you have to teach them content through
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the English language, probably what you would do is to ask, you know, what are they going to do in real
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life? And, you know, what are the demands of the kind of tasks
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that they would have to do in real life at the level of cognition and communication
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and also at the level of language? What kind of language expectations should we
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have for each of the tasks that they have to do? So, needs analysis
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and Michael Long, the work of Michael Long is a very good reference here,
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has shown that you can actually identify quite
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exactly what the needs of learners are in terms of what
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they need to do outside the class. Also,
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you can collect samples of the language that is associated with each task
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and, most importantly, you can decide what constitutes a
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well-performed task. I mean, evaluation is a big issue.
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What does it mean that somebody completes a task? Does it mean that, you know,
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just because the person followed all the steps, we should pass this person?
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Or should we also consider language criteria or other types of criteria
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that can determine whether task completion has been achieved?
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So, needs analysis is certainly one of the areas that can contribute
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to organize content
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through tasks, right? And it has some ideas about how to
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sequence, sorry, how to go about selection
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of tasks. So, basically, the conclusion of this part of needs analysis
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is that plural or content-based learning or, in this case, bilingual programs
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can benefit from research conducted within task-based needs analysis
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on subjects which are taught through QUIL, maybe described in terms of
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tasks, as Alexander suggested. Now, the question is how much of
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what needs to be taught can be done through tasks? And is it possible to do absolutely
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everything through tasks? Now,
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the second area is test selection and sequencing.
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Now, one thing is about detecting what it is
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that people need to learn, what learners need to learn. Another thing is how to
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organize this into syllables, because we know from second language acquisition
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studies that not everything works. Sometimes you start with
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a task that is too complex for learners, and so learning doesn't really
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take place, right? Or language learning doesn't really actually happen, because
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they are overwhelmed with content. They are just trying to process, you know, the content
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and the ideas within the task, and they cannot pay attention to language because they don't
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have enough attention for everything, right? So,
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test selection is very important, but test sequencing is also very important, right? How you organize
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tasks in a syllabus from easy to complex or from
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easy to difficult. We are going to see three ideas, three
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models that people have used for sequencing tasks. Now,
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some of you may be familiar with the work of Peter Skian. He suggests
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that tasks should be organized according to the difficulty of the task.
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And he measures three ideas for what he means by difficulty. What he says
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is that you have to look at the linguistic input. Now, is it easy,
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difficult for students, is it too far from their current level of the language, right?
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Now, you have to look at the internal characteristics of the task.
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Are some tasks more difficult to complete than others? And you should also consider
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learner factors, learner differences, different motivations, different abilities
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in performing tasks, right? Now, the
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second model that we have for this is the work of Peter Robinson.
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He suggests forget about input and forget about learner factors.
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The only thing you can predict before you start a course is
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how complex a task is. So, it's a slightly radical position. He says
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just look at how many elements the task has,
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how many demands it imposes on learners, and then decide to
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place them from simple to more complex. Because if you start with a
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simple task, apart from processing meaning, they will be able to process
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also the language, right? If you start with a very complex task, there may not be
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enough attentional and memory space to process also language,
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right? And they may focus only on it.
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Now, van der Rande, for example, who is an experienced task-based learner in the countries of Belgium,
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he suggests that, no, just use your intuition, right?
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Just, you know, whatever, I'll use this one today
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and then I'll use this one tomorrow, right? As you know, intuition is a great thing because
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it's very creative, but we don't really know whether it works, right?
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And whether learning takes place. So, so that you know, there are
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there's a lot of research behind these two models. There are a lot of
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people actually measuring learners performing tasks and measuring
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does their fluency improve? Do they use more and more vocabulary
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when they do this task which is simple or complex, right? So there's a lot
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of research. We don't know a lot about this yet, right? But we're starting
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to get some interesting ideas. For example,
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designing a task that doesn't give enough planning time typically affects
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the fluency of learners, right? If you don't give them time to really plan
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the kind of little task they have to do, then their fluency
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is not going to benefit from that kind of design, right?
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So there are important research agendas behind this and basically
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what these research agendas are after is the balanced development of
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fluency, accuracy, and complexity, right? We want learners to be able
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to develop those three dimensions of production in a balanced way.
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The same form would be
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applied to the complexity agenda by Peter Robinson. What he suggests
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is that organizing tasks from simple to complex can
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actually promote language development, accelerate
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the process of learning, and obtain better results in terms of language
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things, right?
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An example of this is
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if people work on tasks, one of the
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suggestions from Peter Robinson is you should start with tasks that provide
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plenty of planning time to your learners where you have few
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components they have to deal with, where there's little reasoning to do, and progressively
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increase those features of the design of the task until you get to very
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complex tasks, right? Which they sometimes have to do in content classes.
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He suggests, or the theory behind it is, that if we do it like this, we will guarantee
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that all students, especially those who don't have the highest
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abilities for language learning, will also learn the language, right? Because they are
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sequenced in a way that will let them pay attention to both meaning and form.
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Now,
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in terms of
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pedagogy task design, I think I mentioned the workshop
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well, the talk this morning by
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Let me get the names right.
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Okay, this was the workshop by Linares and Lafouth, right?
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Basically, what they were talking about was this, right? They have developed
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a framework, right?
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Basically, what they were talking about is this, right? How can you
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develop a framework that helps, in their case it was teacher trainings, develop
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help subject matter teachers develop
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tasks that are reasonable, that are fun, that are
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complex cognitively, and that especially promote language learning.
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Now, the two big areas here in pedagogy
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design are interaction and cognition, right?
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Now, interaction is about putting people in pairs
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and in groups and having them perform tasks, giving them things to do
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so that they engage in interaction, right?
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Now, we have some research, unfortunately not as much as the one we would like,
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about how you can actually play with information,
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how you can give some people information and other people
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other type of information so that you guarantee participation, that it's balanced, for example,
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or that you guarantee that they are all going to listen to the
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others and pay attention to the language they're using as they share their information.
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You can also give them common goals or separate goals
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and this has effects, very strong effects, on what you learn and how you
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produce the language, right? So, what this research agenda is doing
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is trying to measure how little changes in the design of
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the materials and the tasks that you give to your learners will affect their production
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and their acquisition or their learning of whatever language they are learning.
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Now, we know
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and this is a very strong finding in second language acquisition studies
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that there is a direct link between interacting with others
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in the language class or in the case of
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content classes too, between engaging interaction and actual learning.
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Interaction promotes learning because there are certain episodes
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in conversation that guarantee that you are going to listen, process
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language and later use that language, right?
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So, interaction is certainly a very important area of research
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that has already shown a direct link between interaction
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and learning. So, this is one of the things we know in second language acquisition
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that leads to learning.
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Then we have another group of studies that
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are looking at cognition because really, you know
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being in a bilingual program, performing tasks in the classroom
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is about thinking, it's about processing both content and language
00:24:53
and we have a research agenda that is looking at how the different
00:24:57
internal characteristics of the tasks permits
00:25:01
or allow for faster learning of language or no learning
00:25:05
of language, right? They are also looking at, for example, tasks that impose too many
00:25:09
reasoning demands at some point may be completely useless
00:25:13
for language learning, right? Because they tax learners' attention and memory resources
00:25:17
and it's impossible for them to learn the
00:25:21
second language they're trying to learn. The same for planning time studies or
00:25:25
studies that look at the number of elements in the task and how we can combine them
00:25:29
are providing very useful information about second language acquisition.
00:25:33
And finally
00:25:39
well, before I move on to the last section
00:25:43
basically, the advantages of task design
00:25:47
whether in bilingual programs or in task-based programs, as the ones we come from
00:25:51
is that the main focus of processing is meaning, they ensure
00:25:55
a good elaborate design ensures participation of all members
00:25:59
in a group or in pairs, right? That certain linguistic features
00:26:03
certainly are going to be processed, right? Because we cannot just expect
00:26:07
learners to learn any features, it's important to know or predict which features
00:26:11
they may learn from a specific activity. Now that there is a space
00:26:15
for focus on form, not just meaning, but they will also process language
00:26:19
you will promote interaction and they can be challenging and motivating
00:26:23
for students, right? Task design is probably one of the areas that
00:26:27
needs more attention, right? We need to spend
00:26:31
a lot more time designing tasks and thinking about how they affect
00:26:35
acquisition. So yeah, I was very happy this morning to see your talk because you are
00:26:39
actually paying attention to this, right? How exactly can you design tasks
00:26:43
and help bilingual program teachers to actually get the most
00:26:47
of their tasks in class.
00:26:51
I'm done. Almost done.
00:26:55
And the last part, the one that I'm going to cover
00:26:59
is that of pedagogical implementation. I'm going to show
00:27:03
you some of the techniques that people are investigating within the class of learning
00:27:07
probably you will be familiar with some of them already, right?
00:27:11
For example, before performing tasks
00:27:15
there are certain things that we can do proactively
00:27:19
so during the design of your task you can actually make decisions about
00:27:23
how to draw learners attention to language. There are things you can do
00:27:27
as they perform the task and there are things you can do once they finish
00:27:31
the task. So I have divided them into proactive, reactive and
00:27:35
prostatic. Maybe some of you will be familiar with the
00:27:39
technique of input elaboration. The idea that rather than take
00:27:43
original text of a language, whatever, if you're teaching history in English
00:27:47
or biology in French, whatever, the idea is to take the input that
00:27:51
traditionally what textbooks do, unfortunately, is to reduce
00:27:55
or simplify the text. Now an input elaboration
00:27:59
suggests that it is probably a good idea
00:28:03
not to eliminate difficult words in the text, but to facilitate
00:28:07
the understanding of those words. Because by eliminating and simplifying
00:28:11
those words, you are preventing students from being exposed
00:28:15
to real language that they need. So there are studies that are looking
00:28:19
at the effectiveness of input elaboration. There are studies that are looking
00:28:23
at input enhancement.
00:28:27
Now I have some examples, but I won't be able to cover them. But input enhancement
00:28:31
is a technique by which you highlight a
00:28:35
very particular feature that you know is problematic with the students. You know that people
00:28:39
studying English take years to learn the S, the third person S
00:28:43
in English. Not because they haven't been told a million times what it is,
00:28:47
but just because in acquisition that's a very slow process. It's not a very
00:28:51
salient feature. It takes a long time to learn. Well there are techniques that you can use
00:28:55
proactively in the texts that you give to your students or the materials
00:28:59
that draw their attention to this particular form. Now research
00:29:03
is trying to prove whether doing this actually makes them learn more efficiently.
00:29:07
And there are positive results so far in this area.
00:29:11
Now input plotting is another one
00:29:15
that I won't have time to talk about. But these are techniques
00:29:19
that you can do before you start whatever course.
00:29:23
Now things you can do, and this you have heard from other talks,
00:29:27
things that you can do reactively, that is once they are engaged in task performance
00:29:31
and interaction, is to provide certain language
00:29:35
cues like for example recasting or reformulating what your student
00:29:39
errors. You can also negotiate
00:29:43
language with them when they work in groups or in pairs.
00:29:47
And so there are some techniques that you can apply while
00:29:51
performing tasks. And finally you have others
00:29:55
that may raise awareness of language after you finish the tasks.
00:29:59
Typically in content based lessons or in clear lessons or in bilingual programs
00:30:03
what people try to do is after activities where they have processed meaning
00:30:07
they also draw attention to some linguistic aspects that are important.
00:30:11
Unless you focus on them, they will not learn them. As happened in immersion programs
00:30:15
in Canada where people were very good at the language at the end of the
00:30:19
programs but they still made mistakes with the production of their
00:30:23
So it is important to draw attention to form and these are some techniques that can be
00:30:27
used during pedagogical implementation.
00:30:31
And thank you very much.
00:30:35
Thank you.
00:30:49
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- Autor/es:
- Dª.Aleksandra Malicka y D.Rogert Gilabert
- Subido por:
- EducaMadrid
- Licencia:
- Reconocimiento - No comercial - Sin obra derivada
- Visualizaciones:
- 467
- Fecha:
- 21 de enero de 2011 - 11:59
- Visibilidad:
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- Enlace Relacionado:
- Universidad Rey Juan Carlos de Madrid en colaboración con la Consejería de Educación de la Comunidad de Madrid
- Descripción ampliada:
La Universidad Rey Juan Carlos de Madrid en colaboración con la Consejería de Educación de la Comunidad de Madrid acogió el I Congreso Internacional sobre Bilingüismo en Centros Educativos que se celebró en Madrid en la Universidad Rey Juan Carlos los días 14, 15 y 16 de junio de 2010.
En los últimos años, se ha observado una implicación cada vez mayor en los países europeos respecto a la educación bilingüe con el fin de preparar a sus alumnos para sus futuros estudios, trabajo y vida en una Europa cada vez más multilingüe. Si el objetivo es conseguir una Europa multilingüe, el Aprendizaje Integrado de Contenidos y Lengua (AICOLE) sería el instrumento necesario para conseguir esta meta. Como consecuencia, el AICOLE ha provocado un gran interés en los últimos años en Europa, y especialmente en España.
Por otro lado la Comunidad de Madrid se ha convertido en una región de referencia gracias a su decidida apuesta por el bilingüismo en los centros educativos. Un ambicioso proyecto iniciado en el año 2004 que cuenta en la actualidad con 242 colegios públicos en los que se desarrolla una enseñanza bilingüe de gran calidad. Este curso 20010-2011 el modelo alcanza a la enseñanza secundaria donde se extenderá con la puesta en marcha de 32 institutos bilingües. Estas políticas educativas están produciendo resultados muy apreciables y han generado un gran interés entre los profesores que se sienten cada vez más atraídos por este tipo de enseñanza.
Por estas razones, este I Congreso Internacional sobre Bilingüismo en Centros Educativos ha estado dirigido a profesores de primaria, secundaria y universidades, a investigadores y responsables políticos interesados en la educación bilingüe y en metodología AICOLE.- Duración:
- 00′ 29″
- Relación de aspecto:
- 1.31:1
- Resolución:
- 480x366 píxeles
- Tamaño:
- 196.62 MBytes