Integrating Task-Based Learning and Pragmatics

Some practical ideas

Authors

DOI:

https://doi.org/10.15448/2178-3640.2022.1.42606

Keywords:

task-based language teaching, pragmatics, lesson plan, CLIL

Abstract

Task-based Language Teaching (TBLT), or Ensino de Línguas Baseado em Tarefas, in Portuguese, requires pragmatic skills from its students because it privileges authentic communicative interactions. However, very little has been written about how to combine TBLT with pragmatics in teaching contexts. This article offers two lesson plans that consider both TBLT and a specific pragmatic aspect, speech acts, with the purpose of providing ideas to be adapted to different contexts. The target audience contemplated in the article was native Portuguese speaking first graders, from a bilingual public school, that adopts Context and Integrated Language Learning (CLIL). The subject is Science, and the class is taught in English. Both lessons are an adapted version of an asynchronous online lesson planned and taught by me in September 2020 during the COVID-19 pandemic outbreak. 

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Author Biography

Leonardo Sarmento Travincas de Castro, Pontifícia Universidade Católica do Rio Grande do Sul, (PUCRS), Porto Alegre, RS, Brasil.

Mestre em Linguística pela Universidade de Taubaté (UNITAU), em Taubaté, SP, Brasil. Doutorando em Linguística pela PUCRS, em Porto Alegre, RS, Brasil. Professor da Rede Pública Estadual de Ensino do Maranhão (SEDUC-MA), em São Luís, MA, Brasil. Secretário Executivo Bilíngue da Universidade Federal do Maranhão (UFMA), em São Luís, MA, Brasil. 

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Published

2022-08-22

How to Cite

Castro, L. S. T. de. (2022). Integrating Task-Based Learning and Pragmatics: Some practical ideas. BELT - Brazilian English Language Teaching Journal, 13(1), e42606. https://doi.org/10.15448/2178-3640.2022.1.42606

Issue

Vol. 13 No. 1 (2022): Single Volume

Section

Didactic Activity

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