The Task Based Language Teaching Approach

Within the past ten years, the number of English Language Learners (ELLs) has doubled. An increase of more than 2 million ELL students in the U.S schools, left professionals within the field of education with no choice but to face the challenge of understanding cultural differences. In addition to this, educators must understand how these differences affect students’ language development, learning style, academic achievement and most importantly, his or her performance on standardized tests. These differences must be understood, valued and respected by all service providers, especially those who are involved in the decision making process concerning the placement of students in special educational programs. (Roseberry-McKibbin, 2014).

Among all approaches of bilingual teaching, it is singled out the task-based language learning or teaching, which is valid as a strong method of bilingual teaching increasing curiosity and contributing collaborative learning. As the exemplary examination of visual aids for Geography has shown, the method can be applied for the development of all listed above competence independent from the language

There is an ancient Chinese proverb, that goes by “Give a man a fish and you feed him for a day. Teach a man to fish and you feed him for a lifetime”. Today, I would like to discuss my cousin, Stephanie Lam, who went to Taiwan one summer to teach English in a two week enrichment program. Her students, ranging from 12 to 17-year-olds, came from low-income families around Taiwan, seeking help in learning English, as they do not normally have the proper resources to do so. Though the language barrier was a formidable obstacle, Stephanie bonded with her students and other teachers, and greatly improved their English proficiency. Now, thanks to her, they understand a new language even better than they did before, and therefore have access to

Within this paper we will take a brief look at the Language Acquisition Principles and how they work on the behalf of ELL students. We will see how these principles can be applied within our own learning environment. There is much information from Walqui article that gives a brief overview of ELL students and how things looked in the past for these students. Now that times has change we will see how educators can make the requirements for ELL students better and more effective for teacher and students. Hopefully, as we look at ways of changing learning for our ELL students we must remember that every student learns differently. Even if you follow the principles from

Effective teachers of CLD students must understand their linguistic background, culture and English language learning processes when planning instruction. Learning environments that support language acquisition, literacy development and content area achievement provide opportunities for increased academic success in reading, writing, speaking and listening. Planning and preparation for effective instruction involves building on CLD students backgrounds and experiences, scaffolding skills and concepts and appropriate strategies to engage all students.

Each year, schools across the nation are seeing an increase in the amount of English language learners they are receiving. Teachers of all grade levels are finding it harder and harder to teach these ELLs because of lack of or little to no proper training. So the article, Setting the Foundation for Working with English Language Learners in the Secondary Classroom aims to show you the ideas and strategies that current and future teachers can incorporate into their daily class lessons to make them more effective in meeting the academic needs of ELLs and in helping them learn the target language.

English Language Learners are children whose primary language is not English. This paper will include important topics such as: strategies for classroom teachers, How to adjust classroom instruction, and facilitating language learning. This will help guide new and existing teachers in the ELL process. I will discuss do and don’t with Ell’s and also different classroom strategies. It is not always easy to remember to be mindful of all students when planning instruction but this paper will help with all aspects of ELL learners and things that we must do when it comes to teaching these learners.

With the United States demographics changing rapidly, school systems are flooded with students from other countries. According to state and national guidelines, these students do not have the language skills necessary to be successful in general education classrooms. Teachers often face the dilemma of how to effectively reach these students. Traditional methods or strategies do not fully reach these students, so teachers question themselves as teachers or question the student’s intellectual ability. This frequently causes misconceptions about teaching ELL students. Knowing how a new language is acquired helps many teachers build success quickly, making learning and teaching

TBE program gives students a transition into English speaking classrooms. While in class they learn their content through their home language using an alternative teacher. However, they are learning English daily in class. The programs may last about two to three years that is stated in the text (). At the same time, the students can’t cognitive demanding task when asking in English. Similar, as stated that the ELS students can master the English Language in about five years but TBE program only last three years. Nevertheless, organizational programs have negatives or faults, but they are still trying to give bilingual students much English as possible while helping feel as comfortable as

These students may find it very difficult to participate in English tasks and will quickly tire when constantly having to converse in English.

Most students come from different cultural background where they seldom speak English as their first language. Teachers have to look for a variety of instructional strategies that will meet the learning needs of every student depending on their learning needs by taking into considerations their readiness to learn, learning style and learning

This Task-based Learning (TBL) framework differs from the PPP approach because the focus on language form comes at the end [4]. The TBL approach is a subset of cognitivists and sociocultural approach [1, 5]. In cognitivists, the task is a means of carrying topics into classrooms, adding newly acquired knowledge by practicing it, and finally encouraging students to produce an output [1]. Finally, in sociocultural approach, the students try to learn and improve their speaking by social interaction with other students. In this approach, they interact with each other, the teacher, etc. This kind of interaction will help them construct new knowledge and then able to function on their own

Task-based language teaching (TBLT) is regarded as a natural extension of communicative approach (Harmer, 2007). Task is defined as ‘a piece of classroom work which involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is principally focused on meaning rather than on form’ (Nunan, 1989:10). In other words, a task emphasizes on language communicative functions and requires participants to convey meaning effectively. According to Prabhu (1987), learners tend to achieve a higher target language proficiency when training through communicative tasks.

CONTEXT Katie, aged 15, is a highly motivated student from a family with a strong educational background, currently living and studying in a British-style International School in Ho Chi Minh City (HCMC), Vietnam, and is a member of the increasing group of globally-mobile students. Katie can be solidly placed into the “entering phrase” of the transition from Taiwanese national to immigrant in a Western society, where she “has decided to become part of the new community, but is still figuring out what that means” (Hayden 2006:53) at the age of thirteen. She is an example of what has recently been identified as a common occurrence for international school students, children going through a “sojourner adjustment” (McKillop-Ostrom 2000), as can

Introduction:Many theories about learning and teaching of languages have been proposed from a historical perspective and many changes have been brought in the language teaching methodologies based on the needs of the learner. The search for creativity /innovations to find more efficient and effective Ways of teaching languages went on through out the 20th century. From the origin of English Language Teaching there are many trends that have taken place. The teaching methodology has been changing the teachers; academicians started