In:Task-Based Approaches to Teaching Additional Languages in Primary School
Veronika Timpe-Laughlin and Yuko Goto Butler
[Task-Based Language Teaching 19] 2026
► pp. vii–x
This content is being prepared for publication; it may be subject to changes.
Table of contents
Preface
Young language learners
Tasks/TBLT
Overview of the book
Chapter 1.Introduction: Getting an early start
The steady growth of English in primary education around the world
The perceived value of teaching English to young learners
Age and language learning
Context and language learning
Concluding remarks
Additional readings
Preparing for learning and teaching
Chapter 2.From children’s first language development to learning
an additional language
an additional language
Key issues for understanding child L1 development
Born to be a social actor
Infant-directed speech
Statistical learning
Joint attention and gestures
Constructing word meaning
Increasing expressive abilities in context
Individual differences
Simultaneous bilingual development
Implications of children’s L1 oral development
for learning additional languages
for learning additional languages
Written language development among L1 learning children
Differences in reading and writing between children’s L1
and an additional language
and an additional language
Concluding remarks
Additional reading
Preparing for learning and teaching
Chapter 3.Cognitive, social and affective features: Developmental factors of children
Theories of development: Piaget and Vygotsky
Cognitive abilities
Working memory
Affective factors
Affect and its development
Motivation
Social and environmental factors
Socio-economic status or social class
Extramural learning
Pedagogical implications
Age-related aspects
Concluding remarks
Additional reading
Preparing for learning and teaching
Chapter 4.Task-based language teaching and young learners
The origins of task-based language teaching
What is a task?
Why are tasks useful for teaching young language learners?
Concluding remarks
Additional reading
Preparing for learning and teaching
Chapter 5.Tasks in language education programs, syllabi,
and materials
and materials
The needs analysis
Curriculum and syllabus
Synthetic versus analytic syllabus
Sequencing tasks
Task-as-workplan versus task-as-process
Task-oriented primary school programs
Concluding remarks
Additional reading
Preparing for learning and teaching
Chapter 6.Listening & speaking — focus on oral language skills
The importance of oral skills for young language learners
Listening
Speaking
Using tasks to promote YLLs’ aural and oral target language skills
Input-based tasks
Output-based tasks
Concluding remarks
Additional reading
Preparing for learning and teaching
Chapter 7.Reading & writing — focus on literacy skills
Developing literacy skills
Why literacy matters in young learners’ additional
language education
language education
Reading
Writing
Using tasks to promote YLLs’ additional language reading
and writing skills
and writing skills
Concluding remarks
Additional reading
Preparing for teaching and learning
Chapter 8.Tasks in the young language learner classroom: From implementation to assessment
The task cycle
The pre-task phase
The core task phase
Post-task phase
Focus on form
Task-based language assessment
Integrating assessment into the task cycle: Formative and summative approaches
Diagnostic and large-scale task-based assessments
Challenges, frameworks, and future directions of TBLA
in primary education
in primary education
Concluding remarks
Additional reading
Preparing for teaching and learning
Chapter 9.From captain to explorer: The different roles of the teacher in TBLT
Teachers’ changing roles: From knowledge providers to navigators and facilitators
Teachers’ roles in TBLT
Before task implementation: Teachers as planners
During task implementation: Teachers as organizers, partners, supporters, motivators, and assessor
After task implementation: Assessor and self-reflector
TBLT research on/about teachers and with/by teachers
Studies concerning teachers’ perceptions and teachers’ roles
in classrooms
in classrooms
Action research
Professional development for teachers
Example 1: Using a task to assist teachers in developing the quality of teacher-talk
Example 2: Micro-teaching and action research: Focusing on practical problems
Example 3: School-based professional development
Concluding remarks
Additional readings
Preparing for teaching and learning
Epilogue: Final thoughts about using tasks in teaching and research
Age-related considerations
Context matters: More ecologically valid considerations
Technologies and tasks/TBLT
References
Appendices
Appendix A. Needs analysis: A step-by-step guide for teachers and material developers
Appendix B. Task types mentioned in the book
Appendix C. Reading strategies
Appendix D. Example of a Mind Map
Appendix E. Considerations to determine needs for writing
in the additional language
in the additional language
Appendix F. Sample storytelling task scoring rubric
Appendix G. Sample task rating sheet
Index
