Background

We can not say that teaching is something task-based, as from mid-twentieth century and perhaps before been studied and used in teaching, but thanks to new technologies, their use is increasing, diverse backgrounds, are among others:

• Studies of Lilian G. Katz, published over ten years.
• Studies of Sharan and Sharan 1992.
• Kandel and Hawkins in 1992, focusing on integration into the curriculum of this methodology.
• Studies of Reggio Emilia and others on projects brought to school in 1993.

There is no definitive model for learning a language or indeed for the acquisition of language by children. Research has suggested that human beings are born with a device which enables them to organise the language they are exposed to (their mother tongue) and form rules which can be used to generate more language and be applied in different situations (LAD: language acquisition device and Universal Grammar, Chomsky 1965). Yet there is also research to show that even without the stimuli of exposure to a language, deaf  children develop language which displays similar features of a formal  language structure (Goldin-Meadow 1990). This has also been shown through the study of Pidgin languages – languages that are formed by people who have no common mother tongue but who need to communicate among themselves and so form another language. The first intrepid explorers and international traders relied on pidgin communication. When pidgins are used as a native language by the next generation, they develop into a Creole language (Bickerton 1984).

Some theories also relate the cognitive development of children to their language acquisition. This is another major difference between mother-tongue acquisition and learning a second language which is usually undertaken after childhood cognitive development is complete. (Bates 1979, Piaget 1926).

This is a very cursory dip into this area to demonstrate that nothing is finite in language learning or acquisition theory. Also, it must be remembered that we are attempting to develop ideas for language learning not language acquisition. It is therefore important to bear in mind the difference between language acquisition of mother tongue and second language learning later in life.

More information:

Chard, Sylvia C. (1992). The Project Approach: A Practical Guide for Teachers. Edmonton, Alberta: University of Alberta Printing Services.

Edwards, C., L. Gandini, y G. Forman. (Eds.). (1993). The Hundred Languages of Children: The Reggio Emilia Approach to Early Childhood Education. Norwood, NJ: Ablex. ED 355 034.

Kandel, E.R. y R.D. Hawkins (1992). The Biological Basis of Learning and Individuality. Scientific American 267 (3, Sep): 78-86. EJ 458 266.

Katz, L.G. y S.C. Chard. (1989). Engaging Children's Minds: The Project Approach. Norwood, NJ: Ablex.

Sharan, Schlomo y Yael Sharan. (1992). Expanding Cooperative Learning through Group Investigation. New York: Teacher's College Press, Columbia University.

Trepanier-Street, Mary. (1993). What's So New about the Project Approach? Childhood Education 70 (1, Fall): 25-28. EJ 471 383.