TBLT for Young Learners
Challenges, opportunities and goals
Editor
e-Book – Ordering information
ISBN 9789027243157 | EUR 130.00 | USD 169.00
TBLT for Young Learners: Challenges, opportunities and goals brings together leading international scholars to explore the promises and complexities of task-based language teaching (TBLT) for young second language learners. Drawing on research and classroom practice from diverse educational contexts, the volume examines key issues such as cultural and contextual influences, the integration of focus on form in the performance of classroom tasks, and the transformative role of technology in task-based language learning. Through empirical studies, conceptual discussions, and practical insights, the book offers practical suggestions to overcome the challenges of implementing TBLT with young learners. An essential resource for researchers, teacher educators, curriculum designers, and language teachers, this volume advances our understanding of how tasks can create meaningful, engaging, and effective language learning experiences for young learners.
[Task-Based Language Teaching, 21] Expected December 2026. xv, 325 pp. + index
Publishing status: In production
© John Benjamins
Table of Contents
- Editors’ preface | pp. vii–ix
- ForewordRod Ellis
- Section 1. Introduction
- Chapter 1. TBLT for young learners: An introductionSima Khezrlou | pp. 2–16
- Section 2. Cultural and contextual considerations in TBLT: Challenges and opportunities
- Chapter 2. Negotiating tasks with First Nation adolescent learners to heighten engagement and cultural appropriacyRhonda Oliver, Sender Dovchin and Lissy Jackson | pp. 18–37
- Chapter 3. Methodological approaches to task-based needs analysis for young L2 learners: A TBNA for primary school-age students with migration backgrounds in AustriaVera Trager and Roger Gilabert | pp. 38–61
- Chapter 4. Task-based language teaching for young learners in challenging contextsNatsuko Shintani and Takuro Fujita | pp. 62–83
- Chapter 5. Task-based language teaching for young learners: A synthesis of literature on opportunitiesHaemin Kim and Zohreh R. Eslami | pp. 84–105
- Section 3. Integration of language focus into TBLT: Learning through reflection
- Chapter 6. Metalinguistic explanations as a mediating force for reflection on form by young EFL learners during a dictogloss taskPaloma Delgado-Garza and María del Pilar García Mayo | pp. 108–129
- Chapter 7. Young learners’ metalinguistic awareness in a task-supported EFL teaching interventionElisabet Pladevall-Ballester, Montserrat Capdevila and Eloi Puig Mayenco | pp. 130–154
- Chapter 8. Effects of task repetition with implicit and explicit form-focused instruction on Japanese young learners’ grammatical accuracyTakashi Oba and Nami Takazawa | pp. 155–177
- Chapter 9. Implicit focus on form activities for young L2 learners in task-based classesSima Khezrlou | pp. 178–202
- Section 4. From design to assessment: Innovation and practice
- Chapter 10. Conducting task-based needs analysis in digital lower secondary school contextsKatrin Schmiderer, Elena Nuzzo, Carmen Konzett-Firth, Nicola Brocca and Ufuk Balaman | pp. 204–228
- Chapter 11. Implementation of TBLT in Korean and Chinese immersion programs: A computer-mediated-communication (CMC) task for teenage, beginning-level learnersKevin Fedewa, Weihsuan Lo, Jing Paul, Adelia Kim, Changu Kang and Nikeese Daniel | pp. 229–255
- Chapter 12. Technology-mediated TBLT in young learner education: A classroom action research studyArmanda R. Stroia and Daniel Xerri | pp. 256–283
- Chapter 13. Affordances of technology-mediated TBLT for young learnersNicole Ziegler | pp. 284–307
- Section 5. Conclusion
- Chapter 14. ConclusionSima Khezrlou | pp. 310–325
- Index | pp. 327–329