Article outline
- Introduction
- Learning about tasks
- Implementing tasks in the classroom
- Tasks opening up “pedagogical spaces” for language learning
- Communicating with the language: Giving learners control
- Repeated encounters: Recycling the language
- Task as the context for both language learning and language use
- The task as assessment
- The context behind the use of tasks and TBLT
- The beginner language learner
- The New Zealand Curriculum and assessment context
- Blurring the dichotomies
- Object or medium of instruction
- Incidental or intentional learning
- Implicit knowledge or explicit knowledge
- The challenge for TBLT
- The TB syllabus – realistic or not?
- TBLT needs to account for a wider range of language learning requirements
- The applicability of task criteria
- Equipping teachers to implement TBLT and use tasks in their instructional contexts
- Time for professional learning
- Preparing students for the language demands of the task
- Input-based tasks
- Focus on form in relation to task
- Helping teachers to understand task
- Access to resources
- Differentiating for the learner
- Limitations
- In summary