Task-Based Instruction

One of the guiding principles of the Canadian Language Benchmarks (CLB) 
is that they are task-based. The CLB describes a language task as a communicative, real-world instance of language used to accomplish a specific purpose in a particular context (CCLB, 2012). 



In the LINC classroom, the real-world task is at the centre of learning and assessment. A benchmark for each skill consists of four competency areas with 4-8  competency statements, which are broad context-free statements of communicative language ability (CCLB, 2012). In LINC programs, instructors contextualize these CLB competencies with real-world tasks that are relevant to learners’ lives and level. These real-world tasks become the focal point of classroom learning, instruction and assessment. A learner’s benchmark for a particular skill is based on their ability to complete key communicative tasks in 
the four competency areas  (for example, for Speaking: Interacting with Others, Giving Instructions, Getting Things Done, and Sharing Information). 



In a task-based approach to instruction, communicative tasks set in real-world contexts and situations are outcomes of learning. In the classroom, the instruction is focused on providing learners with practice of language skills and strategies that will enable them to complete these tasks successfully. Communicative language tasks must have a language focus and outcome that connects to a 
real-world task outcome. 



Task-based instruction is part of communicative language teaching. It is focused primarily on meaning and interaction, and language items such as grammar, vocabulary and pronunciation are situated within the task; they are not taught 
as stand-alone items. With a task-based approach, much of the teaching, learning and assessment is determined by the real-world tasks that have been selected as learning outcomes. Not all learning has to be directly related to performing those tasks. Many instructors devote a portion of their lessons to routines they or learners deem important to learning. For example, a short daily grammar mini-lesson, a word of the day, a Monday morning sharing session about the weekend, or regular discussions of current events. However, in a task-based approach, most learning will be related to performing relevant language tasks. When you are planning instruction, begin with the real-world tasks that are most relevant to learners. Analyze the tasks to determine what language items they require. Then develop or adapt module and lesson plans that work towards the completion of these real-world tasks and include skill-building activities, skill-using tasks and assessment tasks:

• Skill-building activities focus on the language elements and skills needed to perform a real-world task, and involve controlled practice of specific language elements.
• Skill-using tasks focus on using language skills for a purpose, and provide learners opportunities to practice what they have been learning in tasks that simulate real situations.
• Assessment tasks provide opportunities for learners to demonstrate what they can do in English. They are similar to skill-using tasks, but learners complete them without assistance or scaffolding. 

There are different approaches to integrating language items and skill-building activities into task-based teaching. One option is to present the language items first in a pre-task phase, and then move into the task. Another option is to focus on the task first, observe learners’ strengths and skill gaps, then present the language items that came up during the task, then present the task again. 
Either approach has merit.