This article examines how the use of mobile technologies (iPods and tablets) in language classrooms contributes to redesigning task-based approaches for young language learners. The article is based on a collaborative action research (CAR) project in Early French Immersion classrooms in the province of Alberta, Canada. The data collection included digital ethnographic observation in the classrooms, students' artifacts, and interviews with teachers and students. The findings outlined how the use of mobile technologies such as iPods and tablets contributes to redesigning language tasks and activities by helping young learners to create their own learning environment and meaningful language tasks, as well as self-assess and regulate their language learning process. The research also provides evidence of how the use of mobile technologies contributes to redesigning task-based approaches for young language learners that reflect learning principles based on emergent learning theories as well as Vygotskian sociocultural theories in second language acquisition (SLA).