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Article published In: TASK
Vol. 3:1 (2023) ► pp.74–108

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A task-based framework for oral language instruction in support of young language learners in French immersion

ORCiD logo with link | St. Thomas University, Cananda
 | University of New Brunswick, Canada
Published online: 4 October 2023
DOI logo with link
https://doi.org/10.1075/task.22001.bou
Abstract
In Canada, French immersion (FI) is a popular language program. In addition to needing strong pedagogies for language and content instruction, primary FI teachers need to attend to students’ age, cognitive level, and lack of exposure to the target language. We turned our attention to the potential of task-based instruction to conduct a two-year classroom-based study exploring communicative tasks designed specifically for young language students in FI. The study led to the development of an instructional sequence for task-based instruction for children ages 5–6, grounded in the Gradual Release of Responsibility model and scaffolded instruction. In addition to presenting this pedagogical framework, we discuss identify promising task-based pedagogical principles at play and highlight pathways for classroom application. We also discuss communicative tasks proposed to young students and offer the use of symbolic play as a type of task that shows promise for young learners in second language learning contexts.
Article outline
  • Introduction
  • Part I: French immersion
    • Language outcomes in French immersion
    • Language instruction in French immersion
  • Part II: Teaching young language learners
    • Needs of young language learners
    • Language awareness and young learners
  • Tasks-based instruction and young language learners
    • Task-based instruction
      • Pre-tasks
      • Communicative tasks
      • Language focus
    • Young learners and language tasks
    • Gradual release of responsibility and scaffolded instruction
  • Part III: Task-based framework for oral language instruction of young language learners
    • Phase 1 – Language exposure & language scaffolding
      • Modeling
      • Guided practice
    • Phase 2 – Language experimentation and the communicative tasks
      • Communicative task for young learners
    • Phase 3 – Language extension and language reinvestment
      • Language celebrating and validation
      • Language monitoring
      • Language extension
      • Language reinvestment
  • Conclusion
  • References
References (101)
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