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Pedagogical Realities of Implementing Task-Based Language Teaching
Rosemary Erlam and Constanza Tolosa
[Task-Based Language Teaching 14] 2022
► pp. 1–32

Chapter 1
Researching the implementation of TBLT in the classroom

Article outline
  • Introduction
    • An under-researched context
  • Why TBLT?
  • The theoretical rationale for TBLT
    • From a cognitive-interactionist perspective
    • From a sociocultural perspective
  • The pedagogical rationale for tasks
    • Authentic and meaningful use of language
    • The development of language fluency
    • Motivating learners
  • The options for TBLT in the pedagogical context
    • Task-based learning and teaching approach
    • Task-referenced teaching and learning approach
    • Task-supported language teaching (TSLT) approach
  • Issues to consider in the implementation of TBLT
    • The syllabus
    • The assessment-driven curriculum
    • The beginner language learner
    • The foreign-language proficiency of the teacher
    • Lack of resources and time
    • Teachers’ understanding of the construct of task
    • Maintaining control and orienting learners to tasks and TBLT
  • The New Zealand context
  • The curriculum
  • The learning languages area in the New Zealand Curriculum
  • The assessment of learning
  • Support for language teaching with the implementation of the new curriculum
  • An initiative to equip teachers to teach languages in New Zealand schools – TPDL
    • Structure and personnel
    • Language study
    • SLA pedagogy
    • The introduction days
    • The course content of pedagogy Days 3 to 8
    • Days 3 and 4
    • Days 5 and 6
    • Day 7
    • Day 8
    • Course assessment
    • In-school support component
  • The current research and its relationship to the TPDL programme
  • Summary of factors relevant to implementation of TBLT/tasks in the New Zealand context
    • Learning a language is not a requirement
    • The acquisition-poor context
    • The curriculum
    • NCEA – the assessment system
    • The post-method phase in language teaching
  • Outline of the book
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