Article published in:Domains and Directions in the Development of TBLT: A decade of plenaries from the international conference
Edited by Martin Bygate
[Task-Based Language Teaching 8] 2015
► pp. 193–224
Linking ‘task’ and curricular thinking
An affirmation of the TBLT educational agenda
The article argues that an important challenge for TBLT, as a fundamentally education-oriented effort within language teaching and learning studies, is to arrive at a foundation for the construct of ‘task’ that captures its holistic understanding of language, language use, and language learning in a way that goes beyond affirming its orientation toward communication. If the construct of task is to facilitate learners’ ability to expand their meaning-making capacities in oral and written discourse, attaining that goal will require a repositioning of ‘task’ in a number of fundamental ways. The article highlights and discusses the opportunities for doing so by embedding task into a framework that is genre-oriented in its curricular thinking and task-based in its pedagogical manifestations. Specifically, it identifies parameters for curriculum development that would support fundamental TBLT interests; describes impediments to curricular thinking that must be overcome; introduces an understanding of curriculum that is suited to being translated into educational contexts; and offers a set of considerations that can provide the foundation for curriculum development. Ideally, these new forms of task-oriented curriculum development will involve a series of steps ‘from below’, a form of empowerment of educators, and a series of steps ‘from above’, where the adoption of a functional (as contrasted with a structural) theory of language, here represented by systemic functional linguistics, is likely to be crucial. When such a functional theory is further tailored to educational imperatives through the construct of genre, it is possible to reposition ‘task’ as a genre-based educative effort that can be expected to make significant contributions not only to the TBLT agenda itself but to the entire field of languages studies.
Published online: 05 November 2015
Cited by 13 other publications
Andon, Nick, Martin Dewey & Constant Leung
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Lee, Josephine & Alfred Rue Burch
Samuda, Virginia, Martin Bygate & Kris Van den Branden
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Bernhardt, E., Valdés, G., & Miano, A.
Breen, M., & Candlin, C.
Breen, M., Hird, B., Milton, M. Oliver, R., & Thwaite, A.
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Bygate, M., Norris, J., & Van den Branden, K.
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MLA Ad Hoc Committee on Foreign Languages
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Schleppegrell, M.J., & O'Hallaron, C.L.
Van den Branden, K.
Van den Branden, K., Bygate, M., & Norris, J.M.
Verspoor, M., & Smiskova, H.