Article published in:
TASK
Vol. 1:1 (2021) ► pp. 11–46

Options in a task-based language-teaching curriculum

An educational perspective

| Curtin University , Australia
I draw on the education literature to describe four educational curriculum models, which serve as a basis for presenting four TBLT curricula based on the proposals of Prabhu (1987); Willis (1996), Long (1985, 2015a, 2015b) and myself (Ellis, 2003 and 2019) – all of which have figured in the development of TBLT. I propose a set of questions that can be used to evaluate these models. I then turn to examine the curriculum design process, identifying options in TBLT curricula that are available at each stage of the process. I point to a tension that exists between what SLA theory indicates is needed and what environmental constraints make feasible and conclude with a plea for flexibility by weighing up which options are appropriate in different teaching situations. I also summarize how I see TBLT benefitting from adopting a broad education perspective that includes critical language pedagogy.
Keywords: general educational curriculum models, four TBLT curricula, evaluating TBLT curricula, options in the design and implementation of TBLT, need for flexibility
Article outline
  • Introduction
  • Curriculum models in education
    • Curriculum as a product
    • Process curriculum model
    • Curriculum and critical pedagogy
  • Task-based language teaching curricula
    • Prabu’s (1987) communicational language teaching project
    • Long’s task-based curriculum model
    • Willis’ framework for task-based learning
    • Ellis’ modular curriculum
    • General comment
  • Options in the design of a curriculum
    • Considering the environment
    • Discovering needs
    • Following principles
    • Determining goals
    • Selection and sequencing of content
    • Finding a format and presenting materials
    • Assessment
    • Program evaluation
  • Conclusion
  • Notes
  • References


This article is currently available as a sample article.

Published online: 27 May 2021
https://doi.org/10.1075/task.00002.ell
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Options in a task-based language-teaching curriculum