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