Teachers using a task-based language teaching (TBLT) approach are always searching for learning tasks that have the potential to prepare learners for the real world. In this article, we describe how an authentic academic assignment for graduate students in a teaching English as a second language (TESL) course was transformed into a task-based lesson for undergraduate English for academic purposes (EAP) students. We provide a brief review of TBLT and how it fits in with the goals of EAP programming. We then describe the original academic task, followed by a detailed overview of the EAP lesson and reflections on its implementation. Les enseignants qui utilisent une approche actionnelle (TBLT – task-based language teaching) sont constamment à la recherche de tâches d’apprentissage susceptibles de préparer leurs étudiants pour le vrai monde. Dans cet article, nous décrivons la transformation d’un travail académique authentique pour étudiants aux cycles supérieurs qui suivent un cours d’enseignement de l’ALS en une leçon actionnelle pour des étudiants d’anglais académique au premier cycle. Nous offrons un aperçu de l’approche actionnelle et de la mesure dans laquelle elle cadre avec les objectifs des programmes d’anglais académique. Par la suite, nous décrivons la tâche académique originale pour ensuite présenter une des- cription détaillée de la leçon d’anglais académique ainsi que des ré exions sur sa mise en œuvre.
This paper aims at proposing activities for children EFL classes through a genre-based approach. The activities expose young students to genres that not only ignite creativity and interest in the language, but also provide students with a more solid foundation for using the language in the “real world.” This study is developed based on the idea that, by introducing students to various genres early in their burgeoning relationship with their new language, teachers will make them more motivated and better able to communicate. Studies such as Alves and Calvo (2007) have shown the efficiency of genre-based approaches in EFL classes. The present study demonstrates how genres can be explored to teach English to children through a plethora of pedagogical activities.
This article presents some streamlined and intentionally oversimplified ideas about educating future communication disorders professionals to use some of the most basic principles of evidence-based practice. Working from a popular five-step approach, modifications are suggested that may make the ideas more accessible, and therefore more useful, for university faculty, other supervisors, and future professionals in speech-language pathology, audiology, and related fields.
Where Good Pedagogical Ideas Come From: The Story of an EAP Task