Task-Based Language Learning and Beginning Language Learners: Examining Classroom-Based Small Group Learning in Grade 1 French Immersion

Renée Bourgoin,Josée Le Bouthillier

doi:10.37213/cjal.2021.31378

Abstract

Elementary French immersion (FI) language arts teachers often organize instruction around small learning groups. Students rotate through learning stations/centres and work independently with their peers on L2 literacy skills. This study examined how principles of task-based language teaching (TBLT) can be used and/or adapted to further support beginning L2 learners working independently at various literacy stations. This classroom-based study employed a pragmatic ‘research design’ methodology. Researchers worked alongside Grade 1 FI teachers (n=3) in the development and classroom implementation of language/literacy tasks designed around TBLT principles for use in literacy centres. Data collected included classroom observations in two Grade 1 FI classrooms, samples of students’ work, teacher interviews, and task-based lesson plans. Findings suggest that integrating/adapting TBLT principles to small group independent learning stations was particularly impactful in supporting young beginning language learners with extended language output, peer interaction, learner autonomy, emerging spontaneous language use, and student engagement. Additional instructional focus on corrective feedback, oral communication skills, and focus on form and function were also reported.

Highlights

Introduction and Research ContextStudents enrolled in early French immersion (FI) learn the majority of their subjects in French including learning fundamental literacy skills in French in their language arts classes
By designing literacy centre tasks using principles of task-based language teaching (TBLT) and documenting their use in Grade 1 FI classrooms, we were able to study the ways by which these principles can serve to support the development of L2 literacy skills and document instructional structures and strategies needed to implement task-based language/literacy learning centres that are pedagogically valuable for beginning language learners
Data revealed that prior to researchers working with teachers on integrating TBLT principles within their literacy centres, the work Grade 1 FI students were expected to complete was, for the most part, unstructured and lacked focus

Summary

Introduction

Introduction and Research ContextStudents enrolled in early French immersion (FI) learn the majority of their subjects in French including learning fundamental literacy skills in French in their language arts classes. There has been a reorientation toward oral language, interactions and socialization, and developing critical perspectives in addition to the development of various pre-reading/reading and written communication skills. As is explained by Ontario’s Ministry of Education (2013) “literacy is the ability to use language and images in rich and varied forms to read, write, listen, speak, view, represent, discuss and think critically about ideas...[and] enables us to share information and to interact with others” This broader view of literacy instruction encompasses the notion that, through literacy, students can “engage with language to acquire, construct and communicate meaning in all aspects of daily living” (Alberta Education, 2015). Literacy is the act of creating and constructing meaning with language (Kucer, 2015) and is engrained in social practice (Street & Lefstein, 2007)

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