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In:TBLT for Young Learners: Challenges, opportunities and goals
Edited by Sima Khezrlou
[Task-Based Language Teaching 21] 2026
► pp. 62–83

Chapter 4
Task-based language teaching for young learners in challenging contexts

 | Kansai University
 | Kansai University
This content is being prepared for publication; it may be subject to changes.
Abstract
This chapter explores the feasibility of implementing task-based language teaching (TBLT) for young learners in contexts with limited English exposure, such as Japan. It discusses major challenges — low proficiency, lack of out-of-class input, large classes, and limited teacher training — and reviews empirical studies from Japanese classrooms at the elementary, junior-high, and high-school levels. Research shows that with adequate support, such as pre-task planning, task repetition, and input-based tasks, TBLT can enhance learners’ motivation and communicative ability. The chapter also provides practical strategies for addressing classroom and institutional constraints, integrating technology, and aligning tasks with curriculum goals. It concludes by emphasizing the importance of flexible, context-sensitive implementation and ongoing teacher support to ensure TBLT’s effectiveness in difficult EFL contexts.
Article outline
  • Introduction
  • Challenges in implementing TBLT in difficult EFL contexts
  • Studies from Japan
  • A case with primary school children (Shintani, 2016; Orihashi, 2023)
  • A case in a secondary school (Shintani et al., 2025)
  • A high school level (Fujita & Shintani, 2025)
  • Addressing issues
    • Cater to learners with low proficiency
    • Cater to limited L2 exposure
    • Motivating learners
    • Addressing classroom- and teacher-related issues
    • Aligning TBLT with the Japanese examination system
    • Contextualizing tasks
    • Training and supporting teachers
  • Conclusion
  • Author queries
  • References
  • Suggestions for further reading
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