This document discusses using a task-based learning (TBL) approach for teaching children and considers whether it is possible. It defines TBL as an approach where students perform tasks using the target language. The document outlines the key steps and advantages of TBL, but notes some potential challenges for young learners, including short attention spans and less developed teamwork skills. However, it argues that TBL is possible for children if teachers carefully select age-appropriate tasks, keep activity periods short, and relate tasks to students' real lives. It provides an example TBL task about preparing a recipe.

1. TEACHING CHILDREN
WITH A TBL APPROACH:
IS IT POSSIBLE?
REFLECTING ON THE APPROACH
Lina María Londoño M.

2. WHAT IS A TBL APPROACH?
Task based learning is an approach in
which:
• A task and its language are set.
• Learners are exposed to the most
natural situations in the target
language.
• Integration of skills is promoted.

3. WHICH ARE ITS ADVANTAGES?
• Learner centered
• Skill integration
• Meaningful learning
• Team and pair work abilities are
developed as well
• Contextualized
• Engagement and motivation

4. TBL STEPS
•Pre task
•Task cycle
•Language focus

5. PRE TASK
• Introduction to the topic and task.
• Presentation of useful expressions and
vocabulary derived from the task.
• Input takes place.
• Listening and or reading activities can
be done.

6. TASK CYCLE
• Task is performed in pairs or small
groups.
• Teacher monitors.
• Students plan what and how to report
to the rest of the class.
• Students select an oral or written form
to report (depending on the task).

7. LANGUAGE FOCUS
• Students examine specific
features of any listening or
reading text which they have
looked up for the task.
• Practice takes place

8. TBL AND CHILDREN
• Limited linguistic code.
• Attention span is short.
• Pair or team work abilities have not
been developed yet.
• Engagement and motivation are not
always constant.

9. TBL IS POSSIBLE FOR YOUNG LEARNERS IF:
• Tasks to be performed or developed are
carefully selected.
• Activities in each task take short periods of
time.
• Students have enough freedom to choose
their task partners.
• Tasks refer to the kids real and every day
life.

10. TASK SAMPLE: PREPARING A RECIPE
• PRE TASK
• Presenting new words dealing with task:
food; containers; basic instructions; verb
like.
• Students listen to native speakers (better
if they are children or teens) describing a
recipe or giving instructions.
• Students read a menu and decide on what
they would order.

11. TASK CYCLE
• Students design a menu to use in a restaurant
of their own or instructions for a recipe.
• Teacher monitors students and helps them
with difficult words or expressions.
• Students can re-read or listen again to the
texts they have heard before.
• Students plan the activity and finally they
perform it.

12. LANGUAGE FOCUS
• Students discuss the difficulties they
had for the task performance.
• Students practice new words and
expressions derived from the task:
food, likes, giving instructions, etc.
• Students may share food or snacks
using the expressions and vocabulary.