A SECOND LANGUAGE TASK BASED LEARNING EXPERIENCE FOR CHILDREN

The study was designed to investigate the implementation phase of a Task Based Learning approach for teaching English as a Second Language to an intact sample of 25 children, six to seven years of age and whose first language in Asuncion, Paraguay was Spanish. Most of the theory behind Task Based Learning (TBL) was accomplished with adolescents and adults. The present researcher found that many of the tasks researched were either not developmentally appropriate or likely needed significant adaptations. Therefore, tasks were developed and adapted to be likely appropriate for children 6 to7 years of age. Findings revealed that adaptations to tasks were crucial to achieving maximum success. This was true for pre-planning and for the implementation phase. More time, scenarios, games, pictures and active learning experiences were found to be needed than originally thought by the present researcher. To the surprise of two teachers and present researcher, most children enjoyed repetition and recycling of new vocabulary. The highest level of motivation emerged when children interviewed high school seniors in their school. Emerging English learners made increased progress when paired with high or moderate level learners. Tasks that were most effective were the interview and retelling of a story. Abstract tasks required increased adaptations, increased teacher intervention in the first language and time to achieve even moderate success. Children responded with curiosity, high motivation and high achievement during the implementation phase. Additional tasks, planning and adaptations must continue to occur before and during the continued implementation of TBL at Colegio del Sol School. Task Based Learning holds promise for young children; however, there needs to be additional development of ideas and materials to support TBL theoretical background