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The paper reflects on shifting teacher demands and roles in elementary contexts, proposing that teachers reimagine authentic learning and task design. A linked series of illustrative tasks models how pre-service teachers can prepare meaningful work for English language learners (ELLs) in mainstream classrooms.",{"@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/teachers-roles-in-designing-meaningful-tasks-volume-40-winter-2014/597612/",{"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/teachers-roles-in-designing-meaningful-tasks-volume-40-winter-2014/597612.png","ImageObject",300,407,{"name":92,"@type":93},"pop out","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 is the main focus of the paper?","Question",{"text":112,"@type":113},"The paper examines teachers’ roles in designing meaningful tasks that mediate language learning for young English language learners through ICT-supported task based learning.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How do TBL and ICT support language learning outcomes?",{"text":117,"@type":113},"When integrated effectively, TBL and ICT can engage learners and teachers in pathways that extend and accelerate language learning by giving students tools and increasing their responsibility for learning outcomes.",{"name":119,"@type":110,"acceptedAnswer":120},"What does the paper say teachers need to do for authentic learning and task design?",{"text":121,"@type":113},"Teachers need to reimagine authentic learning and task design while responding to evolving demands in elementary mainstream settings, particularly for academic vocabulary development.","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},597612,1792165401,{"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},962090760408,"https://ap-avatar.wpscdn.com/davatar_085a072bc5b1113ac321206ff7593b45","| Volume 40(1) | Winter/hiver 2014 |\n| --- | --- |\n\nTeachers’ roles in designing meaningful tasks for mediating language learning through the use of ICT: A reflection on authentic learning for young ELLs Le rôle des enseignants dans la conception de tâches pertinentes en apprentissage des langues au moyen des TIC: Une réflexion sur  \nl'apprentissage authentique pour les jeunes apprenants d’ALS.  \nHetty Roessingh, University of Calgary  \nAbstract  \nTask based learning (TBL) continues to evolve as information and communication technology (ICT) inspired tools and teaching approaches afford the possibilities of transforming students’learning experiences by heightening their motivation and sense of autonomy and in turn, their vocabulary development. To capture this synergy, teachers will need to reimagine authentic learning and task design. This paper describes and reflects on the shifting demands and roles of the teacher in the elementary school setting. An illustrative sample of a series of linked tasks provides a model for pre-service teachers as they take on the work of preparing meaningful work for ELLs who are increasingly present in today’s mainstream class settings.  \nKey words: task based learning (TBL), information and communication technology (ICT), English language learners (ELLs), vocabulary  \nRésumé  \nL'apprentissage par tâches continue d'évoluer au fur et à mesure que les outils et les approchespédagogiques inspirés des technologies de l'information et de la communication (TIC) permettent de transformer les expériences d'apprentissage des étudiants en stimulant leur motivation, leur sens de l'autonomie et, finalement, l’enrichissement de leur vocabulaire. Pour réaliser cette synergie, les enseignants devront réinventer l'apprentissage authentique et la conception des tâches. Cet article décrit et réfléchit aux changements d’exigences et de rôles del'enseignant à l'école primaire. Un échantillon représentatif d'une série de tâches connectées fournit un modèle pour les futurs enseignants qui se lancent dans la préparation d’un travailsérieux pour les étudiants d’ALS, aujourd'hui de plus en plus nombreux dans l’enseignement général.  \nTeachers’ roles in designing meaningful tasks  \nCJLT/RCAT Vol. 40(1)  \nIntroduction  \nCanadian classrooms of the 21st century face the challenges of educating linguistically diverse learners for participation in a complex, global economy that is predicated on high levels of literacy. The rapid evolution of information and communication technologies (ICT) convergent with refinements in our understanding of how task based learning (TBL) can be mapped to curriculum offers the potential to transform the teaching-learning equation. Successfully implemented, the integration ofTBL and ICT can engage young learners and teachers in pathways to accelerated and extended language learning opportunities by providing learners with tools and opportunities to take increasing responsibility for their language learning outcomes. They are driven by the motivational “hook” of the contexts in which tasks are embedded, and of course, the lure of the array of ICT available to them: www, YouTube clips, Facebook, Twitter, blogs, email and the digital devices that permit access and use of these ICT, to name just a few.  \nCreatively exploiting the combined potential of ICT and TBL makes significant demands on teachers if their students are to realize the benefits of both. From first hand experiences as a teacher and as a “teacher of teachers” I reflect on the role of teachers as well as the needs of students in a university teacher preparation program as they learn to juggle the many intricacies of good task design that will foster English language development in the context of the elementary mainstream classroom.  \nThe broad questions that guide this reflection on the role of teachers and teacher preparation students can be stated this way:  \n• What are the features ofTBL that must be considered in the design of le","cbCaidhe4HYNj0c2","https://ap.wps.com/l/cbCaidhe4HYNj0c2","pdf",1819411,25,"English","# Introduction\n## Features and guiding questions for task design\n## Context of this reflective inquiry","[{\"question\":\"What is the main focus of the paper?\",\"answer\":\"The paper examines teachers’ roles in designing meaningful tasks that mediate language learning for young English language learners through ICT-supported task based learning.\"},{\"question\":\"How do TBL and ICT support language learning outcomes?\",\"answer\":\"When integrated effectively, TBL and ICT can engage learners and teachers in pathways that extend and accelerate language learning by giving students tools and increasing their responsibility for learning outcomes.\"},{\"question\":\"What does the paper say teachers need to do for authentic learning and task design?\",\"answer\":\"Teachers need to reimagine authentic learning and task design while responding to evolving demands in elementary mainstream settings, particularly for academic vocabulary development.\"}]","Teachers’ roles in designing meaningful tasks - Volume 40 - Winter 2014 | PDF",1792085341,63]