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In:TBLT for Young Learners: Challenges, opportunities and goals
Edited by Sima Khezrlou
[Task-Based Language Teaching 21] 2026
► pp. 229–255

Chapter 11
Implementation of TBLT in Korean and Chinese immersion programs

A computer-mediated-communication (CMC) task for teenage, beginning-level learners

 | University of Arizona
 | Defense Language Institute
 | Agnes Scott College
 | Parsons Elementary School
 | Yi Hwang Academy
 | Emory University
This content is being prepared for publication; it may be subject to changes.
Abstract
This chapter presents a concrete model of TBLT implementation in two simultaneously run, short-term immersion language programs (one Korean, one Chinese) for adolescent and young adult learners (aged 14–20) at beginning proficiency levels. The task-based curricula consisted of seven tasks performed by U.S. Foreign Service Officers, designed to teach students how to respond to visa related inquiries and how to organize an event at the embassy. This chapter focuses on one task related to addressing visa-related inquiries via computer-mediated-communication (CMC). Describing the task according to Long’s (2015) framework of curricular design (from needs analysis to evaluation), the chapter shows that real-world, CMC tasks can be beneficial for young, beginning learners of less commonly taught languages.
Article outline
  • Introduction
  • Literature review
    • TBLT implementation
    • TBLT in Korean and Chinese language programs
    • Computer-mediated-communication tasks in L2 Korean
      and L2 Chinese classrooms
  • Context
  • Implementation
    • Needs analysis
    • Syllabus and task design
    • Material design, methodological procedures, and pedagogical procedures
    • Pre-task stage
    • Task stage
    • Post-task stage
      • Assessment and evaluation
  • Conclusion
  • Author queries
  • Acknowledgements
  • References
  • Suggestions for further reading
  • Appendix
References (45)
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Suggestions for further reading
Jin, H. G. (2023). CFL program building: Theories and applications in pedagogy and teacher development. Chinese as a Second Language Research, 12(2), 279–304.Google Scholar logo with link to Google Scholar
Kim, Y., & Kang, S. (2022). Task-based language teaching in Korean classroom contexts: Promoting learner engagement during task performance. In D. O. Pyun & A. S. Byon (Eds.), The Routledge handbook of Korean as a second language (pp. 129–148). Routledge. Google Scholar logo with link to Google Scholar
Poole, F., Clarke-Midura, J., Sun, C., & Lam, K. (2019). Exploring the pedagogical affordances of a collaborative board game in a dual language immersion classroom. Foreign Language Annals, 52(4), 753–775. Google Scholar logo with link to Google Scholar
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