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 and Saandia Ali
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Paul Seedhouse: School of Education, Communication and Language Sciences, Newcastle University, Newcastle upon Tyne, England, UK
Anne Preston: School of Education, Communication and Language Sciences, Newcastle University, Newcastle upon Tyne, England, UK
Patrick Olivier: School of Computing Science, Newcastle University, Newcastle upon Tyne, UK
Dan Jackson: School of Computing Science, Newcastle University, Newcastle upon Tyne, UK
Philip Heslop: School of Computing Science, Newcastle University, Newcastle upon Tyne, UK
Thomas Plötz: Newcastle University, School of Computing Science, Newcastle University, Newcastle upon Tyne, UK
Madeline Balaam: Newcastle University, School of Computing Science, Newcastle University, Newcastle upon Tyne, UK
Saandia Ali: Linguistics and Language Didactics, University of Rennes, Campus Villejean, Rennes, France

International Journal of Computer-Assisted Language Learning and Teaching (IJCALLT), 2013, vol. 3, issue 1, 50-72

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.

Date: 2013
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