REAL WORLD AND PEDAGOGICAL TASKS

English V - UAS BA in ELT�Mr. Edgar Audelo�Module 5��María José Alvarado�Iván Obeso

October 31st, 2014

INTRODUCTION

One key way to make learning meaningful and relevant in the classroom is to link pedagogical tasks to what learners will be doing outside the classroom.

• Real world and pedagogical tasks normally focus on a particular function or form of the language.

•In a task-based lesson, the teacher uses a wide variety of linguistic forms, the meaning of which is made clear by the context.

•The focus is on task completion instead of on the language used in the process.

•The main difference between pedagogical and real world tasks is: the focus on language form comes at the end.

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CONCEPTS

Types of tasks

Pedagogical tasks are specially designed classroom tasks that are intended to require the use of specific intreractional strategies and may also require the use of specific types of language (skills, grammar, vocabulary). A task in which two learners have to try to find the number of differences between two similar pictures is an example of a pedagogical task. The task itself is not something one would normally encounter in the real word. However the interactional processes it requires provides useful input to language development.

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Real-world tasks are tasks that reflect real-world uses of language and which might be considered a rehearsal for real world tasks. A role-play in which students practice a job interview would be a task of this kind.

Willis (1996) proposes six types of tasks as basis:

1. Listing tasks. For example students might have to make up a list of things they would pack if they were going on a beach vacation.
2. Sorting and ordering. Students work in pairs and make up a list of the most important characteristics of an ideal vacation.
3. Comparing. Students compare ads for two different supermarkets.
4. Problem-solving. Students read a letter to an advice columnist and suggest a solution to the writer’s problems.
5. Sharing personal experience. Students discuss their reactions to an ethical or moral dilemma.
6. Creative tasks. Students prepare plans for redecorating a house.

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KEY ELEMENTS

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A scientific psychology should not only help us to understand our own human nature, but it should help us in our practical affairs.

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The facts the people learn more in the real world than the classroom.

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Nowadays the classroom tasks should be more focus on practical than theoretical

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.The form of instruction to be considered can be distinguished from traditional school-based instruction in several ways. The goal of school- based instruction is to develop general academic proficiencies. Instead direct instruction at taking trainees through successive approximation of mature practice as they learn how to perform domain specific tasks.

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PRINCIPLES

In the 21st century, internalisation and cultural inclusivity have emerged as important principles in guiding organisational change and development in tertiary education, business and other areas.

This paper offers a framework for culturally inclusive pedagogy that can be applied to online environments. To teach effectIvely in cross-cultural online environments, a theoretically grounded framework proposed that links culturAlly inclusive learning with curriculum and assessment design, using the principle of constructive alignment.

a goal for the design of culturally inclusive online learning is to ensure tHAt pedagogy and curriculum are flexible, adaptable and relevant to students from a diverse range of cultural and language backgrounds.

in addition, assessment tasks need to be aligned with learning outcomes and teaching approaches so that all aspects of pedagogy are supportive of cross-cultural learning needs.

CONCLUDING THOUGHT

We both agree that in order to develop better cognitive skills we must perform tasks at school which are focused on real life situations. As ESL teachers, we must have students practice as much as possible on a real world based task.

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Nowadays there are many critics that think school planning is not good enough for the challenge that real life brings, because they are to focus on developing acidic skills but not as to develop skills for life.

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Pedagogical tasks are indeed essential, so as to have students acquire the general knowledge and forms of the language and all its skills. After having achieved pedagogical tasks successfully, real world tasks will provide students with the tools they need in order to face the real English speaking world as successfully as they desire to.

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