Integrating task-based language teaching in the classroom: A task proposal for learners of French as an additional language in elementary school

Authors

  • Rachelle Dutil Université du Québec à Montréal
  • Caroline Payant Université du Québec à Montréal

Keywords:

pedagogical task, task-based language learning, prioritization task, additional languages

Abstract

Research in the field of task-based language teaching (TBLT) seeks to better understand how pedagogical tasks and their implementation contribute to the development of additional language (AL) competences. This Note from the Field, intended for teachers and future teachers, aims to define TBLT and to illustrate the concept of a pedagogical task. A didactic sequence designed for young learners of French as an AL will be proposed and can serve as a guide for the development of similar tasks.

Author Biographies

Rachelle Dutil, Université du Québec à Montréal

holds a master’s degree in second language education from the Université du Québec à Montréal where she is currently pursuing a PhD in education. She teaches French as a second language at McGill University, and she previously taught in classe d'accueil (welcome class). She is interested in the learning and teaching of French for newcomers, Task-Based Language Teaching, and intercultural education. dutil.rachelle@uqam.ca 

Caroline Payant, Université du Québec à Montréal

is a full professor in the Department of Language Teaching and Learning at the Université du Québec à Montréal. She specializes in the teaching and learning of additional languages from a plurilingual perspective. Her research focuses on how plurilingual learners and users mobilize their resources to create meaning when performing communication tasks. payant.caroline@uqam.ca

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Published

2025-05-02

How to Cite

Dutil, R., & Payant, C. (2025). Integrating task-based language teaching in the classroom: A task proposal for learners of French as an additional language in elementary school. McGill Journal of Education / Revue Des Sciences De l’éducation De McGill. Retrieved from https://mje.mcgill.ca/article/view/10154

Issue

Advance Online Publication

Section

Notes from the Field

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