The goal of this paper is to discuss the concept of a task as a pedagogical activity used in the second language (L2) classroom for the purpose of developing the communicative competence of L2 learners. The term task has been widely used in the field of applied linguistics (see e.g., Bygate, Skehan & Swain, 2001; Lightbown & Spada, 2010; Long, 2014; Nunan, 2004; Willis & Willis, 2007). The Canadian Language Benchmarks (CLBs), a document that represents a Canadian language standard for teaching and assessment of English as a Second Language (ESL) in Canada, lists task-based instruction as one of its guiding principles (Center for Canadian Language Benchmarks (CCLB), 2012, p. IX). In addition, Portfolio-Based Language Assessment (PBLA), a new type of assessment recently introduced in federally and provincially funded ESL classes in Canada, Continue Reading →
Can theatre help newcomers to learn English as a second language?
As volunteers with the weekly conversation groups for students attending the LINC program at the Ottawa Community Immigrant Services Organization (OCISO), we decided to put this question to the test. For the past two years, students have had the opportunity to join a weekly drama group, rehearse an original play and perform that play in front of an audience.
In theory, drama teaches speaking skills, such as articulation, volume, tone, and pronunciation together with some basic theatre knowledge such as staging, characterization, and direction. In reality, participants learn teamwork, gain self-confidence, and see how to bring creative ideas to life. While terms such as downstage or scene are hardly essential words for newcomers, Continue Reading →
Most people like to chat. It’s pleasant to talk to your family over breakfast, and at work, you might go to the coffee room or water cooler mainly because you hope to bump into someone and have a little chat. These observations are consistent with scientific findings: As far as we know, conversation exists in all cultures (Levinson & Torreira, 2015). It is the most common form of using language and it is, of course, where children acquire their language.
What are conversations? A defining feature is that they consist of turns. As Levinson et al. put it, speakers adhere to a “one-at-a-time” principle: Speaker A says something and then B, then A again, or perhaps C, Continue Reading →