Exploring the Idea of Task in the Context of the Young Language Learner Classroom

Originating in adult education, the approach of task‐based language teaching (TBLT) has been promoted in young language learner (YLL) education. However, its application often encounters challenges due to varying interpretations of what constitutes a “task.” Previous research has repeatedly highlighted gaps in teachers' understanding of tasks, often reducing them to mere exercises rather than opportunities for genuine communication. A potential issue could be that some of the criteria of a task as defined in the literature that focuses on adult second/foreign language (L2) learners do not necessarily apply or may need to be modified in YLL education. For example, tasks have traditionally been defined as having “authenticity,” but this may vary, as YLLs are often engaged in play and driven by imagination. Additionally, for children, school represents their “real world,” so their concept of an “authentic” task may differ from that of adult L2 learners, who may be attending classes to improve workplace skills. In this study, we aimed to explore the concept of task in the context of teaching an additional language to YLLs in primary education. Utilizing a Delphi method, 16 well‐known experts who work at the intersection of applied linguistics, TBLT, and YLLs participated in three rounds of data collection via email. After providing written definitions of a task and its characteristics in the YLL classroom in Round 1, the experts rated each other's definitions on a 4‐point Likert scale and provided comments on the definitions in two subsequent rounds. Additionally, we conducted follow‐up interviews with a subsample of the participants ( n = 6) relative to a particular task characteristic: “authenticity.” Using both quantitative and qualitative analyses, we identified key aspects from the data, including task characteristics, learner considerations, and implementation details. Findings showed a distinction between “activity” and “task,” with the latter being understood as featuring certain characteristics. Accordingly, a task in the YLL classroom has a goal orientation, an orientation to meaning rather than linguistic form, a need for YLLs to use their L2 repertoire, a type of information gap, and a real‐life connection. While largely congruent with the concept of task in the L2 adult literature, the experts particularly highlighted a learner‐oriented approach to tasks that stresses cognitive, social‐emotional, and affective development of YLLs. In particular, experts highlighted the significance of imagination as part of children's authentic world. Thus an “authentic” task for adults may reference a “real‐world” domain, whereas an authentic task for YLLs may reference an imaginary one. We discuss the findings and emphasize that the concept of task in YLL education should be broadened to include aspects of imaginary worlds and make‐believe.