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Interview published In:
TASK
Vol. 3:2 (2023) ► pp.361–377
Let’s Talk Tasks

A conversation between task-based researchers, language teachers, and teacher trainers

ORCID logo | Indiana University Bloomington, USA
Article outline
  • The TBLT language learning task bank
  • A.The task
  • B.The task authors and context of creation
    • Context of task creation
  • C.Reflections from the task authors
    • Caitlyn/Lara
  • D.The reviewers and context of perspective
  • E.Research & practitioner reflections
    • From your perspective, what are the main strengths of the task?
    • Under what conditions would learners benefit the most from the use of the task?
    • How would you incorporate this task into your learning contexts? What edits would you make for your unique context and population?
    • How can you see this task being transferred to use in other contexts, for other languages, and other student profiles?
    • What new thoughts about tasks or TBLT in general will you bring into your teaching from engaging with the Task Bank?
    • Are there any other thoughts, observations, or connections you’d like to share about this task, the TBLT Task Bank, or task-based language teaching as it relates to your context?
  • Acknowledgements
  • References


This article is available free of charge.

Published online: 11 March 2024
DOI logo
https://doi.org/10.1075/task.00024.gur
References (6)
References
Bryfonski, L. (n.d.). Task-based backwards-design template. Retrieve from: [URL]
Ellis, R. (2003). Task-based language learning and teaching. Oxford University Press.Google Scholar
(2018). Reflections on task-based language teaching. Multilingual Matters.Google Scholar
Long, M. (2015). Second language acquisition and task-based language teaching. John Wiley & Sons, Inc.Google Scholar
Wiggins, G., & McTighe, J. (2005). Understanding by design. Prentice Hall.Google Scholar
Willis, J. (1996). A framework for task-based learning. Longman.Google Scholar