Real-World Tasks
One of the guiding principles of the CLB is that they are task-based. This means that learners’ level of proficiency is determined by their ability to use language to accomplish a specific purpose in a particular context, such as making a doctor’s appointment, or giving directions to a friend. These are commonly termed real-world tasks, or things learners can expect to do in their lives in community, study or work contexts.
In LINC, real-world tasks become the goals of learning. They usually are grounded in a broader theme or communication situation, such as “at the doctor’s” or “shopping.” Real-world tasks reflect the communication learners will most likely encounter in their lives. To be effective as outcomes of learning, they should:
- reflect real life uses of language in communication situations that learners likely need to do in their lives
- be relevant to most learners in the class
- be purposeful and specific
- involve the use of language that can be transferred to other contexts
- have the ability to be be simulated in the classroom
- have a mostly familiar context, so that learners can marshal their language resources to complete the task (if a task requires unfamiliar background knowledge, the learner may not be able to make use of their language to complete the task)
- relate to a range of competency areas (For example, Interacting with Others or Getting Things Done)
For example, depending on the level, real-world tasks could involve:
- listening to a voicemail from an employer
- listening to directions to get downtown
- introducing yourself at a networking event
- asking for help at a supermarket
- reading instructions to assemble a piece of furniture
- understanding a letter about tax benefits
- filling in an online registration form
- emailing a landlord about a broken faucet
In LINC, instruction is focused on pedagogical tasks that replicate or simulate real-world tasks in the classroom environment; these tasks provide practice and or rehearsal for real-world tasks. Real-world tasks form the basis for skill-building activities, as well as for skill-using tasks and assessment tasks.
A task analysis can reveal the various language elements, cultural considerations, and knowledge and strategies involved in performing a real-world task successfully. For example, asking where an item is at a supermarket involves getting someone’s attention appropriately, asking a question, comprehending the answer, following directions, and thanking. These elements can become the focus of skill-building activities. Skill-building activities can be determined by observing learners’ abilities and knowledge gaps related to the real-world task, by consulting the descriptors in the CLB (in particular, the indicators of ability below the related competency), and by analyzing the real-world task to reveal its essential components.
EAL Literacy Learners
For EAL literacy levels and CLB 1 and 2, it can be challenging to find real-world tasks that are level-appropriate. You may need to adapt tasks or break tasks into smaller steps. EAL literacy learners need a lot of skill-building to develop EAL literacy skills. If you need to adapt tasks, work to make them specific, purposeful and relevant.
Depending on the setting and or content in which a real-world task is commonly performed, you may need to consider learners’ digital EAL literacy skills and include explicit instruction or practice to address skill gaps. There are real-world tasks that require digital skills for authenticity, such as writing emails or doing an online search. You can use Avenue (or other online learning management systems) to create online skill-building activities, as well as online skill-using assessments and real-world tasks.
Helpful Hint
You would benefit from familiarity with previous sections under the “Task-Based Approach” Essential Component.
Useful Resources and References
Related Essential Components
External Resources
- CLB: ESL for Adults
- CLB Support Kit
- CLB: ESL for ALL Support Kit
- OCDSB real-world task bank resource on Tutela: OCDSB Real-World Task Bank
References
- Willis, D. & Willis, J. (2007). Oxford University Press. Doing task-based teaching.
