Unit 3 - Activity 3: Deconstructing a language task (Analysis)

One of our recent assignments was to complete a communication task analysis using one of two models: 

1) The Canadian Language Benchmark model which has five elements: grammatical, textual, functional, and sociolinguistic knowledges leading to strategic competence (CLB: ESL for Adults, 2012).  

2) A model by T. Hedge which also details five elements: linguistic, pragmatic, discourse, and strategic competencies leading to fluency (Hedge, 2013).

I tried to mix up the communication task from that of describing symptoms to a pharmacist to get an appropriate medication - to a task of negotiating a prescription fill. This variation was done to generate some different feedback as several of the students expressed difficulty with the exercise. I attempted to follow definitions of the first model and placed concrete language within the different columns. The emphasis in each column was on the theme of what learners need to know.

Please see the below hyperlink to my template/worksheet.

https://drive.google.com/open?id=1yPFduOF6MDtDo_UZ5YFXNuK0FHRmGAQa

One interesting thing I noticed in this review was a reference our instructor made regarding a CLB-ESL support kit (from which the above template was adapted). I ended up googling this organization and found some incredible source materials that are *free* to download and also some online courses that can be taken for the same price! Definitely have to look into this a little more and make sure my learning peers are aware of same.

The site address is:
https://www.language.ca/workshopstraining/clb-esl-for-all-support-kit-online-training/

References

Center for Canadian Language Benchmarks. (2012). Canadian language benchmarks: ESL for Adults.Ottawa, ON: Citizenship and Immigration Canada.

Center for Canadian Language Benchmarks. (2017). Canadian language benchmarks: ESL for ALL support kit. Ottawa, ON: Citizenship and Immigration Canada.

Hedge, T. (2012). Teaching and Learning in the language classroom. Oxford, UK: Oxford University Press.