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Loshkova
I.G., c.p.s. Novozhilova M.V.
M.Kh.Dulaty Taraz State Ubiversity, Kazakhstan
Content-based and Task-based
instructions as framework for project work
Consciously or unconsciously the
students bring to the classroom their life experience and real world. But how
can teachers bridge the gap between the real world and the classroom?
Modern
approaches to teaching foreign languages have shifted from Lexical approach to
Content-based instruction and Task-based language teaching, where language is
used in a meaningful way and real-world situations. Project work is used in
Content-based instruction as well as in Task-based language teaching.
Integrated
approach is one of the twelve principles of teaching foreign languages. The
integrated-skill approach, as contrasted with the purely segregated approach,
exposes English language learners to authentic language and challenges them to
interact naturally in the language. Learners rapidly gain a true picture of the
richness and complexity of the English language as employed for communication.
Moreover, this approach stresses that English is not just an object of academic
interest nor merely a key to passing an examination; instead, English becomes a
real means of interaction and sharing among people. This approach allows
teachers to track students' progress in multiple skills at the same time.
Integrating the language skills also promotes the learning of real content, not
just the dissection of language forms. Finally, the integrated-skill approach,
whether found in content-based or task-based language instruction or some
hybrid form, can be highly motivating to students of all ages and backgrounds.
Two types of integrated-skill instruction
are content-based language instruction and task-based instruction. The first
of these emphasizes learning content through language, while the second
stresses doing tasks that require communicative language use. Both of these
benefit from a diverse range of materials, textbooks, and technologies for the
ESL or EFL classroom. [1; 154]
Content-Based Instruction. In content-based instruction, students
practice all the language skills in a highly integrated, communicative fashion
while learning content such as science, mathematics, and social studies.
Content-based language instruction is valuable at all levels of proficiency,
but the nature of the content might differ by proficiency level. For beginners,
the content often involves basic social and interpersonal communication skills,
but past the beginning level, the content can become increasingly academic and
complex. The Cognitive Academic Language Learning Approach (CALLA), created by Chamot and O'Malley (1994) shows
how language learning strategies can be integrated into the simultaneous
learning of content and language. [1;188]
At least three general models of
content-based language instruction exist: theme-based, adjunct, and sheltered
(Scarcella & Oxford, 1992). The theme-based model integrates the language
skills into the study of a theme (e.g., urban violence, cross-cultural
differences in marriage practices, natural wonders of the world, or a broad
topic such as change). The theme must be very interesting to students and must
allow a wide variety of language skills to be practiced, always in the service
of communicating about the theme. This is the most useful and widespread form
of content-based instruction today, and it is found in many innovative ESL and
EFL textbooks. In the adjunct model, language and content courses are taught
separately but are carefully coordinated. In the sheltered model, the subject
matter is taught in simplified English tailored to students' English
proficiency level.
Task-Based Instruction. In task-based instruction,
students participate in communicative tasks in English. Tasks are defined as
activities that can stand alone as fundamental units and that require
comprehending, producing, manipulating, or interacting in authentic language
while attention is principally paid to
meaning rather than form (Nunan, 1989). The task-based model is beginning to
influence the measurement of learning strategies, not just the teaching of ESL
and EFL. In task-based instruction, basic pair work and group work are often
used to increase student interaction and collaboration. For instance, students
work together to write and edit a class newspaper, develop a television
commercial, enact scenes from a play, or take part in other joint tasks. More
structured cooperative learning formats can also be used in task-based instruction.
Task-based instruction is relevant to all levels of language proficiency, but
the nature of the task varies from one level to the other. Tasks become
increasingly complex at higher proficiency levels. For instance, beginners
might be asked to introduce each other and share one item of information about
each other. More advanced students might do more intricate and demanding tasks,
such as taking a public opinion poll at school, the university, or a shopping
mall.
Project work has been described by a number
of language educators, including Carter and Thomas (1986), Haines (1989),
Sheppard and Stoller (1995). Although each of these educators has approached
project work from a different perspective, project work, in its various
configurations, shares the following features:
1. Project work focuses on content learning rather
than on the specific language targets.
Real-world subject matter and topics of interest to students can become
central to projects.
2. Project work is student-centered, though the
teacher plays a major role in offering support and guidance throughout the
process. 3. Project work is cooperative rather than competitive. Students can
work on their own, in small groups, or as a class to complete the project,
sharing resources, ideas, and expertise along the way.
4. Project work leads to the authentic integration of
skills and processing of information from varied sources, mirroring real-life
tasks.
5. Project work culminates in an end product (e.g., an
oral presentation, a poster, a bulletin-board display, a report, or a stage
performance) that can be shared with others, giving the project a real purpose.
The value of the project, however, lies not just in the final project but in
the process of working toward the end point. Thus, the project work has both a
process and product orientation, and provides students with opportunities to
focus on fluency and accuracy at different project-work stages.
6. Project work is potentially motivating,
stimulating, empowering, and challenging. It usually results in building
student confidence, self-esteem, and autonomy as well as improving students’
language skills, content learning, and cognitive abilities.
Students
perform a wide variety of tasks during the different stages of the project
which requires the implementation of a wide range of skills and use of
language. Skills and language develop interdependently and cumulatively – not necessarily
in any prescribed order. However, it is possible to anticipate to a certain
extent the skills and language that may be required.
No two
projects are ever the same and the teacher needs to adapt the model to their
class and the project. But there is a progression of skills which is
characteristic of all project work.
First
comes preliminary preparation: discussing the project with colleagues,
considering possible project objectives and length, checking the availability
of resources, rooms, etc.
At the planning stage students discuss aims,
length, schedule, etc. At this stage listening and speaking are developed, but
at the same time reading skills and writing skills are also developed.
Reading skills are: skimming,
scanning, inferencing, following patterns of reference, extracting data from
timetables, charts, etc. These skills are implemented in assessing information
from websites, doing library research, reading newspaper, magazine articles,
etc.
Speaking functions are
requesting, asking for information + interactional functions: initiating, topic
changing, interrupting, etc. They are implemented in interviewing, Q & A
session after outside speaker’s talk, decision making with classmate, planning
schedule, etc. Language feedback is led by teacher or peer.
As for listening, students
develop their skills of listening for gist, listening for specific information
and listening for overall meaning. These sub-skills are implemented in
interviewing – understanding interviewer’s answers, following speaker’s talk,
understanding team members in discussion and planning sessions. Language
feedback is led by teacher or peer.
Writing includes writing
letters, reports, notes, invitations, etc. as well as writing extended,
connected text. Students write to companies to ask permission, making notes on
information gained from website article, etc. Teacher uses vocabulary and
grammar cards to monitor language.
Achievement of objectives:
speaking – students present spoken report on the project, final spoken activity;
writing – written report on the project, production of posters, artwork, etc.
In our
practical part we want to show how project work can bring real life into the
classroom and make language classroom a place where genuine and meaningful
communication takes place and not simply one where students “practice” language
for its own sake.
The island
This project allows
students to follow the procedure stages flexibly, omitting stages as they wish.
The development of an imaginary island scenario can be as simple or as detailed
as your students want to make it. The project is for elementary to intermediate
and preferably for teenagers.
General aim is to produce an exhibition
portfolio of work based on students' lives on an imaginary, uninhabited island.
Language aims are to extend topic-specific
vocabulary; to practise first-conditional sentences.
Location: Classroom.
Depending on a teacher’s approach to this project, s/he
pre-teaches new vocabulary at the beginning of each lesson, or elicits the
vocabulary needed from students and allows them to develop the opening
scenario.
Procedure: 1. Set up this project by presenting the class with a scenario.
For example, the class has won a competition and the prize is a trip to a
mystery location. Or they have won the lottery and decide to go on holiday, but
the plane has to make an emergency landing and they all find themselves on an
uninhabited island. (If you choose to base the project on the latter scenario,
ensure that students are not going to find it disturbing.)
Once students have
chosen their scenario, they work individually or in small groups to create
simple cartoon strips showing how they come to be on the island.
Ask students to draw
a map of their island on a large sheet of card which can be displayed later.
They can make individual maps, or you can give each group a large sheet and
allow individuals to work on different parts of the map. They next draw a key,
using symbols for the various features and the kind of vegetation on the
island, for example, mountain, rock, forest, wood, waterfall, lake, brook,
canyon, swamp, deserted village, cave, marsh, quicksand, volcano— the list will
depend on students' contributions. Various features can be named, for example, Shark
Point, Deadman's Swamp, etc. Use pictures from magazines or flashcards if
you need to stimulate their imaginations.
Students decide on
what they will need in order to survive. They might have emergency kits with
them or you can supply a list of what is available.
They then build a
home, which they have to design using materials available on the island. They
also have to decide what kind of tools they will need and how they will manage.
Where will they build their home? High up so a passing ship
might see them? Near fresh water or a source of food? What about hygiene
facilities? Students draw and label plans for their home.
Students design
clothing to wear, also using materials found on the island, and then draw and
label the items.
Students next agree
on the rules needed for everyone to get along together and decide how to deal
with infringements of the rules.
They discuss what
they would miss most from their old life.
Students design a
flag for their island. Explain the symbolism of certain flags and elicit the
significance of colors. For example, on the Kazakhstani flag, blue is for
peace, eagle is freedom. Students decide on appropriate colors, shapes, and
symbols.
10 Students invent or adapt some games to
keep themselves amused on the island. For example, naught and crosses in the
sand, solitaire with pebbles, or they may come up with an entirely new game
based on the island.
11
Students plan an escape or a rescue bid. Do they want to escape? How
will they do it? Would they rather wait to be rescued?
12
At the end, students return back home and are interviewed on their
experiences. Who is there to meet them when they get back? Family, friends, the
media? Will they miss anything about the island? Are they all pleased to be
back? How will the experience affect them in the future? You could film or
record these interviews. Doing so will also give you a chance to see how much
new language is being recycled.
The follow-up
activities depend on the initial activities and your students' enthusiasm for
the central idea. There is a great deal of scope involving the four language
skills, especially writing skills, if students choose to: develop an island
newspaper, using photos, pictures, and drawings to illustrate the articles;
describe an island adventure, either using their diary or writing within a word
frame which you supply—they could explore the island, climb a mountain,
encounter a monster, etc, and these accounts can be adapted and incorporated
into the island newspaper at a later date; write a postcard home, to be sent as
a message in a bottle or attached to a bird's leg; create a tourist brochure
for the island, advertising its attractions. They can describe its geographical
features, food, things to do, accommodation, etc. They can also consider the
implications, financial and environmental, if the island is developed for
tourism.
Project work is potentially
motivating, stimulating, empowering, and challenging. It usually results in
building student confidence, self-esteem, and autonomy as well as improving
students’ language skills, content learning, and cognitive abilities.
Students perform a wide variety
of tasks during the different stages of the project which requires the
implementation of a wide range of skills and use of language. Skills and
language develop interdependently and cumulatively.
The benefits of project work:
students are actively engaged in information gathering, processing, and
reporting over a period of time and the outcome is increased content knowledge
and language mastery. In addition, students experience increased motivation,
autonomy, engagement, and a more positive attitude toward English.
Literature
1. Arends,
Richard I. Learning to teach.
McGraw Hill, 2000
2. Richards, Jack
C., Renandya, Willy A. Methodology in
Language Teaching. Cambridge: Cambridge University Press, 2008
3. Fried-Booth
, Diana L. Project Work.Oxford: Oxford University Press, 2002
4. Ellis, Rod. Forthcoming Task-based Language Learning and Teaching. Oxford: Oxford University Press, 2003