Task-Based Approaches to Teaching Additional Languages in Primary School.

Format:

Book

Author/Creator:

Timpe-Laughlin, Veronika.

Series:

Task-Based Language Teaching Series

Task-Based Language Teaching Series ; v.19

Language:

English

Subjects (All):

Language and languages--Study and teaching.

Language and languages.

English language--Study and teaching.

English language.

Physical Description:

1 online resource (226 pages)

Edition:

1st ed.

Place of Publication:

Amsterdam/Philadelphia : John Benjamins Publishing Company, 2026.

Summary:

This volume provides the first comprehensive, research-based guide to Task-Based Language Teaching (TBLT) specifically designed for primary education.

Contents:

Intro

Dedication

Table of contents

Preface

Young language learners

Tasks/TBLT

Overview of the book

Chapter 1 Introduction

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

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

Written language development among L1 learning children

Differences in reading and writing between children's L1 and an additional language

Additional reading

Chapter 3 Cognitive, social and affective features

Theories of development

Cognitive abilities

Working memory

Long-term memory

Social cognition

Metacognition

Metalinguistic awareness

Affective factors

Affect and its development

Motivation

Social and environmental factors

Socio-economic status or social class

Extramural learning

Pedagogical implications

Age-related aspects

Pre-primary to lower primary school years (approximately 3-6 year olds)

Mid-primary school years (approximately 7-9 year olds)

Upper primary school years (approximately 10-12 years old)

Designing and implementing age-appropriate tasks

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?

Tasks align with how children learn languages

Tasks are consistent with second language acquisition theories

Tasks are compatible with international language education policies

Chapter 5 Tasks in language education programs, syllabi, 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

Chapter 6 Listening &amp

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

Interaction and negotiation of meaning

Task repetition

Pairing learners and their use of a shared first language

The Monster task

Chapter 7 Reading &amp

writing - focus on literacy skills

Developing literacy skills

Why literacy matters in young learners' additional language education

Reading3

The development of reading skills

Emergent reading (0-5 years)

Early reading (5-7 years)

Developing reading (7-9 years)

Fluent reading (9-12 years)

Advanced reading (12+ years)

Factors impacting the development of reading skills in an additional language

Writing

Writing as a Process versus Writing as a Product.

The development of writing skills

Factors that impact the development of writing skills in an additional language

Using tasks to promote YLLs' additional language reading and writing skills

Preparing for teaching and learning

Chapter 8 Tasks in the young language learner classroom

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

Diagnostic and large-scale task-based assessments

Challenges, frameworks, and future directions of TBLA in primary education

Chapter 9 From captain to explorer

Teachers' changing roles

Teachers' roles in TBLT

Before task implementation

During task implementation

After task implementation

TBLT research on/about teachers and with/by teachers

Studies concerning teachers' perceptions and teachers' roles in classrooms

Action research

Professional development for teachers

Example 1

Example 2

Example 3

Epilogue

Age-related considerations

Context matters

Technologies and tasks/TBLT

References

Appendices

Appendix A Needs analysis

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

Appendix F Sample storytelling task scoring rubric

Appendix G Sample task rating sheet

Index.

Notes:

Description based on publisher supplied metadata and other sources.

Part of the metadata in this record was created by AI, based on the text of the resource.

ISBN:

90-272-4381-6

OCLC:

1590085580