Pedagogical Realities of Implementing Task-based Language Teaching

Abstract

Chapter 1Researching the implementation of TBLT in the classroom Introduction 1 Why TBLT? 4The theoretical rationale for TBLT 5 The pedagogical rationale for tasks 7The options for TBLT in the pedagogical context 8 Issues to consider in the implementation of TBLT 11 The New Zealand context 13 The curriculum 14 The learning languages area in the New Zealand Curriculum 14 The assessment of learning 15 Support for language teaching with the implementation of the new curriculum 16 An initiative to equip teachers to teach languages in New Zealand schools -TPDL 18 The current research and its relationship to the TPDL programme 26 Summary of factors relevant to implementation of TBLT/tasks in the New Zealand context 27 Outline of the book 30 Researching the implementation of TBLT in the classroomPerhaps one of the most convincing reasons for using tasks in the language classroom is that they are motivating for learners (East, 2012;Erlam, 2015a). In Erlam's study (2015a), teachers talked about how learners were motivated to use language in the ways that it is used outside of the classroom. TBLT was seen as being more fun in that it led to more oral language use in the classroom and provided opportunities for learners to interact with their peers, an aspect that the learners who participated in the research project informing this book often reported as contributing significantly to their enjoyment of lessons (see Chapters 4 and 5). The options for TBLT in the pedagogical contextThe literature claims that there are a number of ways in which TBLT and tasks may be used in the classroom. Task-based learning and teaching approachIn the first of these, the Task-based learning and teaching approach, tasks define both the curriculum and the syllabus and determine how learners will be assessed (Long, 1985). The tasks, and the language that is activated by these tasks, are determined according to the needs of the students (Samuda & Bygate, 2008). A task-based approach to curriculum, syllabus, and assessment design is seen to accord with what is known about how learners acquire a second language. Proponents (e.g., Long, 2015) argue that the adoption of a syllabus which specifies a predetermined sequence of language structures that are to be taught is inappropriate. This is because it cannot be assumed that the same language or syllabus will be appropriate for all learners, nor that learners will be developmentally ready to incorporate this language into their L2 repertoire. Acquisition, as it is used here, refers to the ability to use language spontaneously, similar to how a native speaker might. In other words, it refers to the development of implicit, rather than explicit language knowledge.In examining how TBLT is both understood and implemented, we are able, in our conclusion, to make practical implications for teacher development courses which introduce teachers to this methodology. At the same time, we demonstrate that analysis of our data may suggest how some of the theoretical framing of tasks and TBLT could be reconsidered....

Task-based elementary Spanish in rural Indiana: A practice-based collaboration

“…The ongoing support and collaboration between the teacher and the research team was a significant part of this project. Literature abounds regarding the importance of ongoing support and access to resources when implementing TBLT for the first time (East, 2012;Erlam & Tolosa, 2022;Gurzynski-Weiss, 2022;Van den Branden, 2009). We were in regular contact via email and text, in addition to our weekly meetings.…”

“…The immediate real-life applicability of TBLT renders it a particularly wellpositioned language teaching perspective for a community where there are immediate opportunities and need for use of the L2 outside of the classroom. However, TBLT is not a frequently used methodology in exposure-track settings (nor in other elementary L2 settings) and, as with all new methods, requires training and ongoing support (e.g., East, 2012;Erlam & Tolosa, 2022;Gurzynski-Weiss, 2022;Van den Branden, 2009).…”

The Influence of Physiological Learning Styles on the Completion of an Online Task in a Law Degree

“…Therefore, we could then argue that this type of content-based instruction is beneficial to students and offers pedagogical reasons why educators should encourage its use in the classroom. Some of these advantages (Erlam & Tolosa, 2022) include: (a) motivation (Erlam, 2015), (b) development of metacognitive skills, (c) language learning autonomy, and (d) students' interaction with authentic materials relevant to their goals, which enhances their motivation in their learning process, as well as opportunities to practise the language in meaningful contexts, among other benefits.…”

Navigating Additional Language Pedagogical Innovation: An Ecological Perspective on a Novice Teacher’s TBLT Implementation in China

“…Despite growing evidence of TBLT's potential as a pedagogical approach, scholars have documented a range of factors which facilitate and constrain TBLT across many educational contexts globally (East, 2021). Researchers have also regularly interrogated TBLT's compatibility with the various contexts where it has been implemented, identifying factors which facilitate and impede TBLT's implementation and institutionalization (e.g., East, 2012;Erlam & Tolosa, 2022;Van den Branden, 2006a). As with any educational innovation, TBLT's success depends in large part on the teachers putting it into practice, and, by extension, the contextual factors in which teachers work (East, 2021;Long, 2015;Van den Branden, 2016, etc.).…”

“…Xiaoyan reflected at one point during our conversation that "I think that without his [the mentor's] advice and ideas, the program would have been a failure." Multiple reports of TBLT implementation (e.g., East, 2012;Erlam & Tolosa, 2022;Van den Branden 2006) collectively point to access to a coach or mentor as being a critical factor in the success or failure of TBLT in real classrooms.…”