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. vii–viii
This content is being prepared for publication; it may be subject to changes.
Table of contents
Series editors’ preface
Acknowledgements
Chapter 1.Defining task-based needs analysis (TBNA)
and its transfer to task and syllabus design
and its transfer to task and syllabus design
Roger Gilabert
Aleksandra Malicka
Chapter 2.Three decades of task-based needs analysis: What have we achieved and where are we going?
Ellen J. Serafini
Julio Torres
Chapter 3.Task-based needs analysis: Enabling targeted task design
for primary school-aged refugees
for primary school-aged refugees
Vera Trager
Chapter 4.Broadening needs analysis in primary school settings: An example from L2 Spanish in the United States
Laura Gurzynski-Weiss
Madison Wray
Mackenzie Coulter-Kern
Chapter 5.A needs analysis to develop TBLT curricula
for Black Spanish language learners
for Black Spanish language learners
Aris Clemons
Uju Anya
Déborah Gómez
Melissa Baralt
Chapter 6.Analyzing the needs of high school English
as a foreign language (EFL) students in Catalonia, Spain: Teacher and student perspectives
as a foreign language (EFL) students in Catalonia, Spain: Teacher and student perspectives
Aleksandra Malicka
Elena Markina
Olena Vasylets
Chapter 7.From critical needs analysis to designing task-based Spanish
as a heritage language curricula
as a heritage language curricula
Tracy Quan
Chapter 8.From needs to tasks: A research-informed five-stage
framework for task-based syllabus development
framework for task-based syllabus development
Koenrad Van Gorp
Xinyi Guan
Matthew D. Coss
Chapter 9.Needs analysis for general purpose courses: Does it hold to its promise?
Natallia Liakina
Gabriel Michaud
Chapter 10.“Are you being served?”: Syllabus and task design
for language training in the tourism sector
for language training in the tourism sector
Neil McMillan
Tom Flaherty
Geoff Jordan
Chapter 11.The role of teachers in program development in TBLT
Lara Bryfonski
Chapter 12.What is next for task-based needs analysis (TBNA)
and its transfer to task and syllabus design?
and its transfer to task and syllabus design?
Aleksandra Malicka
Roger Gilabert
