Implementing task-based learning with young learners

Abstract

This article draws on qualitative classroom observation data from case studies of three EFL classes in Hong Kong primary schools. It analyses four themes relevant to the classroom implementation of task-based learning with young learners, namely, noise/indiscipline, the use of the mother tongue, the extent of pupil involvement, and the role of drawing or colouring activities. For each of these issues, strategies for classroom practice are discussed. It is suggested that the paper carries implications for teachers carrying out activities or tasks with young EFL learners in other contexts. © 2002 Oxford University Press.