Thematic Vocabulary Development through Task-Based Learning in Fifth-Grade Bilingual Classrooms

 Introduction

Vocabulary learning in second language acquisition is more than a mechanical process of memorizing words—it is a journey toward meaningful communication and identity formation. For fifth-grade students at Institución Educativa Distrital del Barrio Simón Bolívar in Barranquilla, Colombia, this journey begins at the Pre-A1 level, where learning thrives on visual cues, repetition, and simple yet authentic interactions. The truth is that these young learners need words that live in context, not in isolation, and teachers play a vital role in creating experiences where language is used, felt, and understood.

To guide this process, the Common European Framework of Reference for Languages (CEFR) and its Companion Volume (Council of Europe, 2020) offer detailed illustrative descriptors that align communicative activities and strategies with learners’ developmental needs. These descriptors serve as a pedagogical compass for teachers aiming to select and organize vocabulary thematically and functionally within a task-based learning (TBL) framework.

Understanding Pre-A1 Learners’ Communicative Needs

At the Pre-A1 level, students are in the earliest stages of language learning. They can understand short, familiar words when supported by visuals or gestures, and they can use basic expressions to talk about themselves—name, age, nationality, and family (Council of Europe, 2020). In other words, they can communicate meaningfully, but only when we scaffold that meaning through multimodal input and repetition.

These learners benefit from clear, visual, and contextualized instruction, where tasks rely on real communication purposes—ordering food, describing a picture, or greeting a classmate. Visuals, gestures, and tangible classroom materials become mediators of understanding. For instance, a “mini market” role play allows students to ask “How much is it?” while pointing to real or illustrated objects. In such moments, vocabulary stops being abstract—it becomes alive.

Thematic Vocabulary as a Pedagogical Framework

Organizing vocabulary into themes gives learners a sense of coherence and purpose. As proposed by the Council of Europe (2001) in the CEFR, thematic clusters such as personal identification, daily life, free time, food and drink, health, and places form the foundation for meaningful interaction. These topics are not arbitrary—they reflect the natural rhythm of everyday communication.

For fifth graders in Barranquilla, thematic planning allows teachers to design real-life communicative tasks that help students connect new words with lived experiences. When teaching “personal identification,” for example, students can create an “About Me” booklet, introduce themselves to a class partner, or fill in a digital form with their name, age, and nationality. These are not just vocabulary tasks—they are communicative rehearsals for real-world encounters.

The Role of Task-Based Learning (TBL)

A task-based approach provides the methodological backbone for vocabulary growth. It encourages students to use language as a tool for achieving concrete outcomes rather than as a mere subject of study (Ellis, 2017; Willis & Willis, 2007). Through tasks such as describing family photos, creating shopping lists, or planning a picnic, learners engage in purposeful communication that reflects their cognitive and linguistic level.

The truth is that when students use words to accomplish something—when they see language as a tool, not a test—they build not only vocabulary but confidence. This is where fluency begins. The CEFR (2020) describes Pre-A1 fluency as the ability to manage “very short, isolated, rehearsed utterances using gesture and signalled requests for help when necessary” (p. 142). Every classroom task can be designed to gently stretch this ability, fostering both self-expression and resilience in communication.

Building Meaning through Thematic Subcategories

Thematic organization gains depth when vocabulary is divided into subcategories—for example, under “Daily Life,” learners may explore routines, school activities, and personal hygiene. This categorization promotes propositional precision, ensuring that learners select words intentionally to convey specific ideas (Council of Europe, 2020).

Teachers can guide students to use new words with increasing clarity. A classroom might explore “Food and Drink” not only by naming fruits and vegetables but also by comparing preferences (“I like apples. I don’t like milk.”). Such activities move learners from naming to expressing meaning—from vocabulary lists to real communication.

Incorporating these strategies aligns with the CEFR descriptor: “Can communicate very basic information about personal details in a simple way” (Council of Europe, 2020, p. 142). Teachers can make this happen through constant modelling, repetition, and multimodal reinforcement—drawings, gestures, and even songs.

From Words to Fluency: Encouraging Confidence

When learners use new words freely—without fear of errors—they begin to develop communicative confidence. Language learning at this level is gradual, and progress can be celebrated through visible, small victories: pronouncing a new word, understanding a peer’s question, or completing a mini dialogue.

Fluency, as the CEFR suggests, is not about speaking quickly; it is about engaging in communication despite limitations. Fifth graders who can blend new vocabulary and grammar structures naturally, even with hesitation, demonstrate the very essence of communicative competence. Encouraging peer interaction and emotional safety is essential—because confidence grows where learners feel supported, not judged.

Pedagogical Implications for Bilingual Teachers

For bilingual educators, thematic vocabulary instruction within a TBL framework bridges theory and classroom practice. It ensures that learning remains functional, relevant, and human-centred. Teachers can:

• Select vocabulary according to thematic clusters aligned with CEFR descriptors.
• Design tasks that simulate authentic communicative purposes.
• Use visual and multimodal aids to scaffold comprehension.
• Foster emotional engagement by connecting tasks to learners’ real lives.
• Encourage reflection and repetition to consolidate meaning.

Ultimately, thematic vocabulary development is not just about teaching words—it is about empowering students to use language as a tool for belonging, self-expression, and participation in a bilingual world.

Conclusion

Teaching thematic vocabulary through task-based methods transforms language learning into a dynamic, human experience. The CEFR descriptors serve as both a theoretical foundation and a practical guide, ensuring that vocabulary instruction remains communicative, contextualized, and emotionally meaningful. For young bilingual learners in Barranquilla—and beyond—each new word learned becomes a small act of empowerment, a step toward understanding the world and themselves through a new linguistic lens.

References

Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge University Press.

Council of Europe. (2020). Common European Framework of Reference for Languages: Learning, teaching, assessment – Companion volume. Council of Europe Publishing. https://www.coe.int/lang-cefr

Ellis, R. (2017). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 27(2), 386–391.

Willis, J., & Willis, D. (2007). Doing task-based teaching. Oxford University Press.