Many language programs worldwide have used task-based needs analysis (TBNA) as a starting point (Serafini et al., 2015). TBNA can provide accurate insights into decision-making during task and syllabus design (Gilabert & Malicka, 2021, 2022). TBNAs typically generate a compilation of authentic situations found in professional, academic, public, or societal domains (Long, 2005). How exactly this information can be systematically integrated into this decision-making process during task and syllabus design has been absent from empirical work. The chapter articulates specific ways in which TBNA can be applied to micro and macro decisions in task selection, design, sequencing, methodological implementation, and program evaluation. The second objective of the chapter is to deconstruct some of the myths surrounding TBNA.

Task-based approaches to language teaching have advanced the practice of task-based needs analysis (TBNA) to identify learners’ communicative needs, particularly in contexts where language is studied for specialized purposes in academic and occupational realms. While TBNA has gained momentum and influence over time, both among researchers and practitioners alike, this chapter identifies key gaps that limit the theoretical, empirical, practical, and social reach of TBNA research and can be organized in three thematic waves: (1) TBNA methodology, or the validity and reliability of methods used to identify target tasks in a given domain; (2) the transition from TBNA to deriving and sequencing pedagogic tasks for the classroom; and (3) the increasing practice of TBNA across a diverse range of learning and social settings. We conclude by discussing these gaps in connection to future directions in TBNA research and practice with the goal of broadening its scope and potential impact on diverse stakeholders.

Amidst the surge in refugee arrivals in Europe, schools face a critical challenge in facilitating the integration of young refugees, in which learning the host country’s language plays a pivotal role. In Austria, 31% of all primary school students learn German as L2 and thus a systematic analysis of their language learning needs is crucial. This task-based needs analysis (TBNA) is tailored to primary school-aged newcomers to Austria and provides a comprehensive exploration of how both qualitative and quantitative findings can be leveraged to inform the development of task-based syllabi and the design of pedagogic tasks. It shows how a TBNA can guide teachers and designers in creating effective courses, which may eventually enhance the integration process of young refugees.

This chapter provides empirical evidence demonstrating the feasibility and importance of needs analysis (NA) in the understudied primary school context. Specifically, we contextualize and detail a NA that informed the task selection, design, and sequencing of a task-based Spanish curriculum for a primary school in the rural midwestern United States. We describe the curriculum creation process and reflect on how NA in a primary school setting, at least in our general Spanish context, demonstrated the unique needs of these young learners, which are rarely a focus in task-based language teaching research (for an exception see Shintani, 2016). We argue for the centrality of NA in all task-based contexts, and for increased research in this understudied setting and age group.

This chapter presents a task-based needs analysis conducted at a Historically Black College and University to design an inclusive Spanish curriculum that celebrates Blackness in Latin America. Guided by the frameworks of Critical Race Pedagogy for World Language Teaching and Hemispheric Black Language Pedagogies, the study involved students, faculty, administrators, and community members to identify real-world tasks that reflect Afro-descendant voices and cultures. The resulting curriculum centers Black Spanish speakers as vital cultural agents, dismantling race-neutral narratives and fostering equity in language learning. Importantly, in addresses the needs of Black learners often erased in world language study, the curriculum enriches the learning experience for all students, offering a more accurate, engaging, and socially just vision of Spanish world language education.

Task-based needs analysis (TBNA) has long been advocated as a fundamental principle underlying the design of any language program (Long, 2005). However, with a handful of exceptions (e.g., Park, 2015; Watanabe, 2006), very little empirical work has examined the linguistic needs of learners in general language learning contexts, such as primary, secondary, or tertiary level. Given this state of affairs, this study aims to identify the language needs of secondary school English language learners in Catalonia, Spain. By gathering data from teachers and students through interviews and surveys, the study seeks to compile a list of relevant tasks for this population. The findings are discussed in terms of their transfer to different stages of syllabus design for secondary school EFL learners.

This chapter discusses a small-scale, multiphase task-based critical needs analysis (Benesch, 2001; Helmer, 2013) for the design of Spanish as a heritage language (SHL) curriculum at a post-secondary institution in the US Mountain West. In Stage 1, inductive, qualitative procedures (e.g., online questionnaire, semi-structured interviews) from several data sources (students, alumni, faculty, staff) were used to identify fifteen key target tasks and thirteen course topics. In Stage 2, forty-three SHL students rated the importance of each target task and course topic on a 54-item Likert-type questionnaire. The findings were then grouped to create five pedagogic task types. This study offers empirical data alongside practical considerations for how a (critical) needs analysis can inform pedagogical task selection, sequencing, and design for SHL education.

A task-based needs analysis (TBNA) is essential for developing task-based language syllabi. Whereas prior studies have partially explored how language learners’ needs inform syllabus design, few studies have detailed how needs analyses guide the development of comprehensive TBLT programs. This chapter outlines a stepwise procedure guided by research and practice to design a two-semester task-based English for Specific purposes Course for EFL learners in China. Using questionnaires, interviews, and focus groups, we identified 41 target tasks based on data from students, teachers, and domain experts. These tasks were sequenced based on complexity and thematic cohesion, forming a year-long syllabus. Emphasis is placed on task sequencing and criteria for transforming TBNA insights into coherent task-based syllabi.

This chapter examines the effectiveness of needs analysis in developing and evaluating a B2-level French as a Second Language (FSL) program at the university level. Using surveys (N = 37), focus groups (n = 8), and instructor interviews (n = 3), the study reveals how thorough needs analysis informs general-purpose curricula, enhancing task-based learning. It underscores the importance of updating programs to address evolving technologies, instructional methods, and learner needs. Over six years, significant contextual changes highlighted the need for curricular adjustments to maintain relevance. Contributing to task-based language teaching (TBLT) discourse, the chapter emphasizes program evaluation as vital for refining and validating second language (L2) education frameworks.

This chapter focuses on the transfer from needs analysis to syllabus and task design within the context of vocational training in the tourism sector. We consider theoretical issues around this and argue for a clearer distinction between syllabus and unit design processes. We discuss our needs analysis, our overall syllabus design, and the design of individual units conducted by partners with varying TBLT expertise. We assess the extent to which the partners’ designs incorporated data from the needs analysis, were informed by TBLT theory, or were influenced by other teaching practices and beliefs. We conclude by addressing the challenges encountered when collaborating with partners with varying TBLT expertise, framing the discussion within the broader scope of teacher education in task-based approaches.

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.

In this concluding chapter, we take stock of the lessons learned throughout the volume and discuss what we think are the main challenges ahead in terms of translating TBNA findings to practice.

Many language programs worldwide have used task-based needs analysis (TBNA) as a starting point (Serafini et al., 2015). TBNA can provide accurate insights into decision-making during task and syllabus design (Gilabert & Malicka, 2021, 2022). TBNAs typically generate a compilation of authentic situations found in professional, academic, public, or societal domains (Long, 2005). How exactly this information can be systematically integrated into this decision-making process during task and syllabus design has been absent from empirical work. The chapter articulates specific ways in which TBNA can be applied to micro and macro decisions in task selection, design, sequencing, methodological implementation, and program evaluation. The second objective of the chapter is to deconstruct some of the myths surrounding TBNA.

Task-based approaches to language teaching have advanced the practice of task-based needs analysis (TBNA) to identify learners’ communicative needs, particularly in contexts where language is studied for specialized purposes in academic and occupational realms. While TBNA has gained momentum and influence over time, both among researchers and practitioners alike, this chapter identifies key gaps that limit the theoretical, empirical, practical, and social reach of TBNA research and can be organized in three thematic waves: (1) TBNA methodology, or the validity and reliability of methods used to identify target tasks in a given domain; (2) the transition from TBNA to deriving and sequencing pedagogic tasks for the classroom; and (3) the increasing practice of TBNA across a diverse range of learning and social settings. We conclude by discussing these gaps in connection to future directions in TBNA research and practice with the goal of broadening its scope and potential impact on diverse stakeholders.

Amidst the surge in refugee arrivals in Europe, schools face a critical challenge in facilitating the integration of young refugees, in which learning the host country’s language plays a pivotal role. In Austria, 31% of all primary school students learn German as L2 and thus a systematic analysis of their language learning needs is crucial. This task-based needs analysis (TBNA) is tailored to primary school-aged newcomers to Austria and provides a comprehensive exploration of how both qualitative and quantitative findings can be leveraged to inform the development of task-based syllabi and the design of pedagogic tasks. It shows how a TBNA can guide teachers and designers in creating effective courses, which may eventually enhance the integration process of young refugees.

This chapter provides empirical evidence demonstrating the feasibility and importance of needs analysis (NA) in the understudied primary school context. Specifically, we contextualize and detail a NA that informed the task selection, design, and sequencing of a task-based Spanish curriculum for a primary school in the rural midwestern United States. We describe the curriculum creation process and reflect on how NA in a primary school setting, at least in our general Spanish context, demonstrated the unique needs of these young learners, which are rarely a focus in task-based language teaching research (for an exception see Shintani, 2016). We argue for the centrality of NA in all task-based contexts, and for increased research in this understudied setting and age group.

This chapter presents a task-based needs analysis conducted at a Historically Black College and University to design an inclusive Spanish curriculum that celebrates Blackness in Latin America. Guided by the frameworks of Critical Race Pedagogy for World Language Teaching and Hemispheric Black Language Pedagogies, the study involved students, faculty, administrators, and community members to identify real-world tasks that reflect Afro-descendant voices and cultures. The resulting curriculum centers Black Spanish speakers as vital cultural agents, dismantling race-neutral narratives and fostering equity in language learning. Importantly, in addresses the needs of Black learners often erased in world language study, the curriculum enriches the learning experience for all students, offering a more accurate, engaging, and socially just vision of Spanish world language education.

Task-based needs analysis (TBNA) has long been advocated as a fundamental principle underlying the design of any language program (Long, 2005). However, with a handful of exceptions (e.g., Park, 2015; Watanabe, 2006), very little empirical work has examined the linguistic needs of learners in general language learning contexts, such as primary, secondary, or tertiary level. Given this state of affairs, this study aims to identify the language needs of secondary school English language learners in Catalonia, Spain. By gathering data from teachers and students through interviews and surveys, the study seeks to compile a list of relevant tasks for this population. The findings are discussed in terms of their transfer to different stages of syllabus design for secondary school EFL learners.

This chapter discusses a small-scale, multiphase task-based critical needs analysis (Benesch, 2001; Helmer, 2013) for the design of Spanish as a heritage language (SHL) curriculum at a post-secondary institution in the US Mountain West. In Stage 1, inductive, qualitative procedures (e.g., online questionnaire, semi-structured interviews) from several data sources (students, alumni, faculty, staff) were used to identify fifteen key target tasks and thirteen course topics. In Stage 2, forty-three SHL students rated the importance of each target task and course topic on a 54-item Likert-type questionnaire. The findings were then grouped to create five pedagogic task types. This study offers empirical data alongside practical considerations for how a (critical) needs analysis can inform pedagogical task selection, sequencing, and design for SHL education.

A task-based needs analysis (TBNA) is essential for developing task-based language syllabi. Whereas prior studies have partially explored how language learners’ needs inform syllabus design, few studies have detailed how needs analyses guide the development of comprehensive TBLT programs. This chapter outlines a stepwise procedure guided by research and practice to design a two-semester task-based English for Specific purposes Course for EFL learners in China. Using questionnaires, interviews, and focus groups, we identified 41 target tasks based on data from students, teachers, and domain experts. These tasks were sequenced based on complexity and thematic cohesion, forming a year-long syllabus. Emphasis is placed on task sequencing and criteria for transforming TBNA insights into coherent task-based syllabi.

This chapter examines the effectiveness of needs analysis in developing and evaluating a B2-level French as a Second Language (FSL) program at the university level. Using surveys (N = 37), focus groups (n = 8), and instructor interviews (n = 3), the study reveals how thorough needs analysis informs general-purpose curricula, enhancing task-based learning. It underscores the importance of updating programs to address evolving technologies, instructional methods, and learner needs. Over six years, significant contextual changes highlighted the need for curricular adjustments to maintain relevance. Contributing to task-based language teaching (TBLT) discourse, the chapter emphasizes program evaluation as vital for refining and validating second language (L2) education frameworks.

This chapter focuses on the transfer from needs analysis to syllabus and task design within the context of vocational training in the tourism sector. We consider theoretical issues around this and argue for a clearer distinction between syllabus and unit design processes. We discuss our needs analysis, our overall syllabus design, and the design of individual units conducted by partners with varying TBLT expertise. We assess the extent to which the partners’ designs incorporated data from the needs analysis, were informed by TBLT theory, or were influenced by other teaching practices and beliefs. We conclude by addressing the challenges encountered when collaborating with partners with varying TBLT expertise, framing the discussion within the broader scope of teacher education in task-based approaches.

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.

In this concluding chapter, we take stock of the lessons learned throughout the volume and discuss what we think are the main challenges ahead in terms of translating TBNA findings to practice.