This paper will address the challenges intrinsic in a task-based framework and will suggest a theoretical framework which meets these challenges.

A task-based curriculum framework upholds a language in use, or communicative, approach and focuses on the process of using language rather than language as the product. There are challenges inherent in such a theoretical framework. They must, therefore, be carefully sequenced across years of learning, and within particular units of work. Any task based theoretical framework must also allow for some explicit attention to form. It is also clear that content needs to be organised in such a way that language can be recycled. This recycling - or spiralling of content - is more natural in a framework where the language is embedded in tasks, situations or content, and where authentic texts are used. A way to accommodate the need for recycling is to organise content within domains of knowledge and experience, which are covered each year, albeit in different contexts.

When Ed Qld was contracted to develop a syllabus these were the very challenges they attempted to solve by developing a new curriculum framework.

The presentation will address how these challenges are being addressed through the syllabus and support materials currently in use in Queensland.
 
 

Biodata

Mrs Ceri Butler
BA Modern Asian Studies ( Indonesian ) G.U.
Dip Ed. U of Q.

Indonesian Teacher 18 years Education Queensland, Head of Department LOTE 13 years. 8 Years Indonesian State Review Panel member and district review panel chair BSSSS. Indonesian Immersion Program administrator 9 years. Currently Implementation Officer ( LOTE ) Education Queensland.
 
 

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