Chapter 7
The teachers’ perspectives
Article outline
- Teacher orientation to tasks and TBLT
- Priority as a teacher
- Learning on the TPDL course
- Impact on practice
- Learning about and reaction to TBLT during professional development
- Prior knowledge of TBLT
- Learning about tasks and TBLT during the TPDL programme
- Teachers’ understanding and implementation of TBLT
- The target task versus the pedagogic task
- Teacher awareness of the task cycle
- The starting point for the task
- Focus on language form in TBLT and tasks
- Implementing TBLT and including tasks in lessons
- The benefits of and role for tasks
- Factors motivating or constraining implementation of TBLT and use of tasks
- System level factors
- Teacher level factors
- Student level factors
- Embracing TBLT and tasks in the classroom: Accounting for change in teacher practice
- Conclusion