Pedagogical Realities of Implementing Task-Based Language Teaching
Rosemary Erlam | University of Auckland
Constanza Tolosa | University of Auckland
e-Book – Open Access
This book documents how teachers, working in school foreign language learning contexts and teaching beginner learners of languages other than English, learn about and use tasks. It first presents a pedagogically researched account of how teachers learn about, design and evaluate tasks, after being introduced to TBLT during an in-service programme. The authors then go into classrooms to explore ways in which teachers continue to use tasks, as part of their regular ongoing classroom language programmes, following their in-service education. The book documents how the teachers use tasks to open up opportunities for language learning for students and investigates how teachers understand and position tasks and TBLT as relevant and of value to their teaching contexts. The challenges that teachers face in incorporating TBLT into their practice are also explored. The book suggests how the use of the task as a pedagogic tool may contribute to ongoing understanding about TBLT.
[Task-Based Language Teaching, 14] 2022. ix, 282 pp.
Publishing status: Available
© John Benjamins
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Table of Contents
Chapter 1. Researching the implementation of TBLT in the classroom | pp. 1–32
Introduction to Part 1: Learning about TBLT and tasks | pp. 33–38
Chapter 2. Teachers learning about TBLT and tasks | pp. 39–58
Chapter 3. Teacher learning through inquiry into TBLT | pp. 59–84
Chapter 4. From learning about TBLT to implementing TBLT | pp. 85–118
Introduction to Part 2: Tasks in the classroom | pp. 119–130
Chapter 5. Voices from the classroom | pp. 131–178
Chapter 6. An evaluation of the use of tasks in the classroom | pp. 179–202
Chapter 7. The teachers’ perspectives | pp. 203–228
Chapter 8. Conclusion | pp. 229–252
References | pp. 253–262
Appendix 1. Description of in-school support component of TPDL | pp. 263–268
Appendix 2. Template for the inquiry report and marking criteria | pp. 269–271
Appendix 3. Interview questions (telephone or email) | p. 272
Appendix 4. Student questionnaire | p. 273
Appendix 5. Interview questions for teachers whose practice we observed | pp. 274–275
Name index | pp. 277–278
Subject index | pp. 279–282
Cited by 7 other publications
East, Martin, Constanza Tolosa, Jocelyn Howard, Christine Biebricher & Adèle Scott
Jackson, Daniel O.
Papin, Kevin & Walcir Cardoso
Pineault, Caitlyn & Lara Bryfonski
[no author supplied]
This list is based on CrossRef data as of 16 january 2023. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.
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Main BIC Subject
CJA: Language teaching theory & methods
Main BISAC Subject
FOR000000: FOREIGN LANGUAGE STUDY / General
U.S. Library of Congress Control Number: 2021049525 | Marc record