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In:From Task-based Needs Analysis to Task and Syllabus Design: Insights from across educational contexts
Edited by Roger Gilabert and Aleksandra Malicka
[Task-Based Language Teaching 20] 2026
► pp. 279–305

Chapter 11
The role of teachers in program development in TBLT

 | Georgetown University
This content is being prepared for publication; it may be subject to changes.
Abstract
This chapter examines task-based needs analysis (TBNA) from the perspective of language teachers. While teachers’ roles in TBLT have received less attention than task design and learner production (e.g., Plonsky & Kim, 2016), they are crucial for effective implementation (Long, 2016; Samuda, 2001; Van den Branden, 2016). Teachers represent a key point of connection between learners’ needs, task selection, and syllabus creation. This chapter first reviews teachers’ roles in TBNA and task transfer, highlighting challenges they face and research on their experiences. Next, it explores how professional development can enhance teachers’ ability to use TBNAs for curricular and lesson planning. The chapter concludes with suggestions for ways researchers and program developers can integrate teachers’ perspectives to improve TBNA findings.
Article outline
  • Introduction
  • The role of the teacher in TBLT and TBNA
    • Teachers as participants in TBNA
    • Teachers as users of TBNA findings
  • Key issues
    • Fostering teacher engagement
    • Programmatic support
    • Professional development opportunities
  • Possible solutions
    • Involving teachers in TBNA: A programmatic example
    • Recommendations for involving teachers in TBNA and task transfer
  • Reflection questions
  • Author queries
  • Suggestions for further reading
  • References
References (89)
Suggestions for further reading
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Solares-Altamirano, M. E. (2020). 12 teachers’ responses to an online course on task-based language teaching in Mexico. In C. Lambert & R. Oliver (Eds.), Using tasks in second language teaching: Practice in diverse contexts (pp. 193–212). Multilingual Matters. Google Scholar logo with link to Google Scholar
Xu, J., & Fan, Y. (2021). Finding sources with the implementation of task-based language teaching: The role of teacher agency. Language, Culture, and Curriculum, 35(1), 18–35. Google Scholar logo with link to Google Scholar
Zhu, Y. (2022). Implementing tasks in young learners’ language classrooms: A collaborative teacher education initiative through task evaluation. Language Teaching Research, 26(3), 530–551. Google Scholar logo with link to Google Scholar
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