Title

Tasks 2.2 Mis seres queridxs

In this task the learner does...

Students create and share a family tree of their loved ones by describing their loved ones.

Task Flow

Willis task cycle

Language Characteristics

Non-linguistic outcome

Focus on meaning

Reliance on learners' own resources

Task Goals

To describe an object, person or place

Language Skills Practiced

Writing

Speaking/Pronunciation

Listening

General Domain

Educational

General Topic

Describing family and loved ones

Target Languages

Spanish

Abilities Fostered

Linguistic competence (ability to communicate with grammatical accuracy)

Discourse competence (ability to communicate in cohesive and coherent ways)

Cognitive Skills

Explaining

Gathering info

Mode of Communication

Face-to-face (in person)

Hybrid of face-to-face and in person

Type of Participation

Individual performance

Pair work

Whole class

Focused or Unfocused

Focused task (specific language focus)

Focus Type

Grammar

Vocabulary

Language Features

Este/Esta es; mi X (insert name of family member), tiene X años + vocab about family members in Spanish

Input/Output

Output prompting

Output Type

No specific aspect targeted

Type of Input

Aural (listening) input

Pictorial input

Written input

Type of Output

Oral output

Pictorial output

Written output

Type of Task

Creative

Description

Task Features/Conditions

Here-and-now

Planning time

No prior knowledge required/assumed

Two/multiple-way information flow (dialogic)

Learning new information

Task part of a multi-task sequence

Outcome

Open solution

Appropriate Learners

5-7 years (early literate)

8-12 years

Proficiency Framework

Yes - American Council on the Teaching of Foreign Languages (ACTFL)

Proficiency Levels

ACTFL: Novice high

ACTFL: Novice mid

ACTFL: Novice low

Learner Individual Differences

Pre-literate learners

Literate learners

Lower anxiety

Lower willingness to communicate

High willingness to communicate

Introverted learners

Extroverted learners

Heritage language speakers

Foreign language learners

Second/additional language learners

Non-traditional students

Traditional school students

Context

School setting - Elementary school

Face-to-face setting

Hybrid face-to-face and online setting

Immersion context

Second/additional language context

Foreign language context

Context Details

Academic purposes

Task-based program

Task-supported program

Language for refugees and/or displaced children in camps or receptive classes

Used in Research?

Yes

Citation

This task has been part of a broader research project but has not be published as part of a project.

Available on IRIS?

No

Part of a series?

Yes (please provide details) This task is part of a larger task domain as well as part of a task-based curriculum that was developed for a rural school in Indiana.

Uploader Name

Mackenzie Coulter-Kern

Uploader Email

submitted on behalf of Laura Gurzynski-Weiss - email: [email protected]

Uploader Affiliation

Indiana University

Uploader Identity

Teacher - University Level Spanish Instructor

Researcher - PhD Candidate - SLA

Uploader Relationship

I created this task collaboratively - I am part of a research team that collaborated on this task. The other researchers are: Laura Gurzynski-Weiss, Indiana University ([email protected]) and Madison Wray, Indiana University, Mackenzie Coulter-Kern, Indiana University

Creative Commons

Agreed

DOI (Direct link to this page)