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Teachers in three classrooms implemented language and literacy tasks developed with researchers. Evidence draws on classroom observations, student work samples, teacher interviews, and task-based lesson plans. Results indicate strengthened extended language output, peer interaction, learner autonomy, spontaneous language use, corrective feedback attention, oral communication skills, and student engagement.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/task-based-language-learning-and-beginning-language-learners-examining-classroom-based-small-group-learning-in-grade-1-french-immersion/596190/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/task-based-language-learning-and-beginning-language-learners-examining-classroom-based-small-group-learning-in-grade-1-french-immersion/596190.png","ImageObject",300,407,{"name":92,"@type":93},"Guten tag","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-30","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":29},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What problem does the study address in Grade 1 French immersion classrooms?","Question",{"text":112,"@type":113},"It examines how task-based language teaching principles can be applied or adapted so beginning L2 learners can work independently across literacy stations while still receiving effective language support.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How was the classroom-based research conducted?",{"text":117,"@type":113},"Researchers collaborated with Grade 1 French immersion teachers (n=3) to develop and implement language and literacy tasks aligned with TBLT principles, and then collected data through observations, student work samples, teacher interviews, and task-based lesson plans.",{"name":119,"@type":110,"acceptedAnswer":120},"What key learning outcomes were reported from integrating/adapting TBLT at literacy stations?",{"text":121,"@type":113},"Findings indicate positive impact on extended language output, peer interaction, learner autonomy, emerging spontaneous language use, student engagement, and additional focus on corrective feedback and form/function.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},596190,1792165451,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":29,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":139,"language":140,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":141,"faqs":142,"seo_title":143,"seo_description":67,"update_tm":144,"read_time":145,"preview_page_count":4},687212321768,"https://ap-avatar.wpscdn.com/avatar/a0010bdbe886d2fe77?x-image-process=image/resize,m_fixed,w_180,h_180&k=1789897067658708522","Task-Based Language Learning and Beginning Language Learners: Examining Classroom-Based Small Group Learning in Grade 1 French  \nImmersion  \nRenée Bourgoin  \nSt. Thomas University  \nJosée Le Bouthillier  \nUniversity of New Brunswick  \nAbstract  \nElementary French immersion (FI) language arts teachers often organize instruction around small learning groups. Students rotate through learning stations/centres and work independently with their peers on L2 literacy skills. This study examined how principles of task-based language teaching (TBLT) can be used and/or adapted to further support beginning L2 learners working independently at various literacy stations. This classroombased study employed a pragmatic ‘research design’ methodology. Researchers worked alongside Grade 1 FI teachers (n=3) in the development and classroom implementation of language/literacy tasks designed around TBLT principles for use in literacy centres. Data collected included classroom observations in two Grade 1 FI classrooms, samples of students’ work, teacher interviews, and task-based lesson plans. Findings suggest that integrating/adapting TBLT principles to small group independent learning stations was particularly impactful in supporting young beginning language learners with extended language output, peer interaction, learner autonomy, emerging spontaneous language use, and student engagement. Additional instructional focus on corrective feedback, oral communication skills, and focus on form and function were also reported.  \nRésumé  \nL’enseignement des arts langagiers dans les programmes d’immersion française (IF) est souvent organisé de façon ou les élèves travaillent en petits groupes appelés centres de littératie. Dans ce schéma organisationnel, les élèves vont de centre a centre afin de travailler des habiletés langagières avec leurs pairs. Cette étude examine comment certains principes de l’apprentissage basé sur les tâches (ABT) peuvent être utilisés and/ou adaptés afin desoutenir davantage de jeunes élèves dans les premières phases d’acquisition d’une langue seconde (L2) lorsqu’ils travaillent à divers centres de littératie en classe. Cette recherche emploie une méthode de recherche qui est pragmatique et encrée dans la pratique et a vu les chercheuses travailler étroitement avec trois enseignants (n=3) de la 1ere année audéveloppement et à la mise en œuvre de tâches langagières conçues avec les principes sousadjacents de l’ABT. Ces tâches ont été effectuées indépendamment par les élèves aux diffèrent centres d’apprentissage. Les résultats d’observations de classe, d’entrevues avec les enseignants et de travaux des élèves démontent qu’il soit possible d’intégrer/adapter les principes de l’ABT dans des contextes d’apprentissage ou de jeunes enfants, débutant dans la L2, travaillent indépendamment à des tâches de littératie et que, ceux-ci sont particulièrement percutants pour soutenir l’usage étendu et spontané de la L2, les interactions  \nCanadian Journal of Applied Linguistics, Special Issue, 24, 2 (2021): 70-98  \nCJAL * RCLA Bourgoin & Le Bouthillier 71  \nentre pairs, l’autonomie des apprenants et l’engagement/motivation. L’usage de larétroaction corrective et une réorientation vers l’enseignement de la forme et fonction de la langue ont aussi été constatée.  \nTask-Based Language Learning and Beginning Language Learners: Examining Classroom-Based Small Group Learning in Grade 1 French Immersion  \nIntroduction and Research Context  \nStudents enrolled in early French immersion (FI) learn the majority of their subjects in French including learning fundamental literacy skills in French in their language arts classes. The term literacy, which traditionally has been associated with reading and writing particularly in schooling contexts, has in more recent years been expanded to include additional dimensions of language learning. There has been a reorientation toward oral language, interactions and socialization, and developing critical perspectiv","cbCaiixCWYFhIS76","https://ap.wps.com/l/cbCaiixCWYFhIS76","pdf",535311,29,"English","# Abstract\n# Résumé\n# Introduction and Research Context\n## Early French Immersion and Literacy\n## Literacy Centres and Small-Group Rotation","[{\"question\":\"What problem does the study address in Grade 1 French immersion classrooms?\",\"answer\":\"It examines how task-based language teaching principles can be applied or adapted so beginning L2 learners can work independently across literacy stations while still receiving effective language support.\"},{\"question\":\"How was the classroom-based research conducted?\",\"answer\":\"Researchers collaborated with Grade 1 French immersion teachers (n=3) to develop and implement language and literacy tasks aligned with TBLT principles, and then collected data through observations, student work samples, teacher interviews, and task-based lesson plans.\"},{\"question\":\"What key learning outcomes were reported from integrating/adapting TBLT at literacy stations?\",\"answer\":\"Findings indicate positive impact on extended language output, peer interaction, learner autonomy, emerging spontaneous language use, student engagement, and additional focus on corrective feedback and form/function.\"}]","Task-Based Language Learning and Beginning Language Learners - Examining Classroom-Based Small Group Learning in Grade 1 French Immersion | PDF",1792082609,73]