An overview of TBLT approaches and cognitive processes with heritage language learners

Abstract

Task-based language teaching or TBLT-inspired empirical studies have begun to document heritage language (HL) learners' linguistic performance and development in response to task-based instruction. Task-based instruction in these studies have ranged from the design of collaborative tasks for task-based interactions to the incorporation of pedagogical interventions such as explicit instruction and corrective feedback. The first goal of this overview is to present a summary of the findings of these initial empirical studies, focusing on the dimensions of learning opportunities, language performance, and language development. Based on this summary, four key observations are identified to advance the field's understanding of task-based instruction effects on HL learners. The second goal is to explore how integrating a cognitive processing perspective to explicit language learning can address key observations that have emerged from the current state-of-knowledge in these task-based studies. In particular, the cognitive processing research strand can address when and how explicit learning and knowledge can derive from and influence HL learners' execution of meaning-oriented tasks. It is hoped that the synergy between both research strands will advance our understanding of the issues at stake, ultimately improving the effectiveness of task-based instruction that aligns with the personal, academic, and professional goals and needs of HL learners.