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The French Digital Kitchen: Implementing Task-Based Language Teaching Beyond the Classroom

The French Digital Kitchen: Implementing Task-Based Language Teaching Beyond the Classroom

Paul Seedhouse, Anne Preston, Patrick Olivier, Dan Jackson, Philip Heslop, Thomas Plötz, Madeline Balaam, Saandia Ali
Copyright: © 2013 |Volume: 3 |Issue: 1 |Pages: 23
ISSN: 2155-7098|EISSN: 2155-7101|EISBN13: 9781466631199|DOI: 10.4018/ijcallt.2013010104
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MLA

Seedhouse, Paul, et al. "The French Digital Kitchen: Implementing Task-Based Language Teaching Beyond the Classroom." IJCALLT vol.3, no.1 2013: pp.50-72. http://doi.org/10.4018/ijcallt.2013010104

APA

Seedhouse, P., Preston, A., Olivier, P., Jackson, D., Heslop, P., Plötz, T., Balaam, M., & Ali, S. (2013). The French Digital Kitchen: Implementing Task-Based Language Teaching Beyond the Classroom. International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 3(1), 50-72. http://doi.org/10.4018/ijcallt.2013010104

Chicago

Seedhouse, Paul, et al. "The French Digital Kitchen: Implementing Task-Based Language Teaching Beyond the Classroom," International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT) 3, no.1: 50-72. http://doi.org/10.4018/ijcallt.2013010104

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Abstract

This paper reports on the French Digital Kitchen, a design-based project which drew on digital sensor technology to take the principles of Task-Based Language Teaching (TBLT) out of the classroom and into the real-world environment of a kitchen. The project aimed to produce a situated language learning environment where learners could learn aspects of French language and cuisine whilst performing a real-world task. The article describes the blend of TBLT, human-computer interaction (HCI) and user-centred design (UCD) principles the authors adopted in constructing and trialling the kitchen, using multiple data sources. An example of a task cycle is then presented to illustrate (by using CA analysis of transcripts) how learners have used the resources of the kitchen to accomplish the task. The authors’ findings show how the integration of the pedagogical and technological design enabled learners to notice and manipulate new vocabulary items.

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