Task-based language teaching research has expanded substantially in foreign language (FL) contexts but most research studies have been carried out with young adults in university settings, despite the fact that FL programs for children are on the increase worldwide. However, there is a clear lack of research-based evidence of what children actually do while performing tasks, which is crucial in order to make decisions about appropriate educational provision, to inform policy makers, and to maximize children's learning opportunities. This paper focuses on current research on children in task-supported programs both in mainstream English as a Foreign Language (EFL) and Content and Language Integrated Learning (CLIL) contexts. It reviews studies carried out within interactional and sociocultural frameworks and shows how children successfully negotiate to make language meaningful, how they engage with the tasks and how they collaborate in different ways during task performance. Challenges and future research directions will be highlighted.

中文翻译：

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在西班牙EFL设置中由儿童任务支持的互动。研究与挑战

基于任务的语言教学研究在外语（FL）环境中已大大扩展，但是尽管针对儿童的FL计划在全球范围内不断增加，但大多数研究是在大学环境下与年轻人进行的。但是，显然缺乏基于研究的证据表明儿童在执行任务时的实际行为，这对于决定适当的教育供给，告知政策制定者以及最大程度地提高儿童的学习机会至关重要。本文着重研究当前在任务支持的计划中的儿童方面的研究，包括主流英语作为外语（EFL）以及内容和语言集成学习（CLIL）上下文中的儿童。它回顾了在互动和社会文化框架内进行的研究，并显示了儿童如何成功地进行谈判以使语言有意义，他们如何参与任务以及在任务执行过程中如何以不同的方式进行协作。挑战和未来的研究方向将被重点介绍。