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|a Erlam, Rosemary.
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|a Pedagogical Realities of Implementing Task-Based Language Teaching.
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|a 1st ed.
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|a Amsterdam/Philadelphia :
|b John Benjamins Publishing Company,
|c 2022.
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|c Ã2022.
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|a 1 online resource (294 pages)
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|b txt
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|a online resource
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|a Task-Based Language Teaching Series ;
|v v.14
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|a Intro -- Pedagogical Realities of Implementing Task-Based Language Teaching -- Editorial page -- Title page -- Copyright page -- Dedication page -- Table of contents -- Chapter 1. Researching the implementation of TBLT in the classroom -- Introduction -- An under-researched context -- Why TBLT? -- The theoretical rationale for TBLT -- From a cognitive-interactionist perspective -- From a sociocultural perspective -- The pedagogical rationale for tasks -- Authentic and meaningful use of language -- The development of language fluency -- Motivating learners -- The options for TBLT in the pedagogical context -- Task-based learning and teaching approach -- Task-referenced teaching and learning approach -- Task-supported language teaching (TSLT) approach -- Issues to consider in the implementation of TBLT -- The syllabus -- The assessment-driven curriculum -- The beginner language learner -- The foreign-language proficiency of the teacher -- Lack of resources and time -- Teachers' understanding of the construct of task -- Maintaining control and orienting learners to tasks and TBLT -- The New Zealand context -- The curriculum -- The learning languages area in the New Zealand Curriculum -- The assessment of learning -- Support for language teaching with the implementation of the new curriculum -- An initiative to equip teachers to teach languages in New Zealand schools - TPDL -- Structure and personnel -- Language study -- SLA pedagogy -- The introduction days -- The course content of pedagogy Days 3 to 8 -- Days 3 and 4 -- Days 5 and 6 -- Day 7 -- Day 8 -- Course assessment -- In-school support component -- The current research and its relationship to the TPDL programme -- Summary of factors relevant to implementation of TBLT/tasks in the New Zealand context -- Learning a language is not a requirement -- The acquisition-poor context -- The curriculum.
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|a NCEA - the assessment system -- The post-method phase in language teaching -- Outline of the book -- Introduction to Part 1: Learning about TBLT and tasks -- Introduction -- Language teacher learning -- The data we collected -- The participants -- Outline of Part 1 of the book -- Chapter 2. Teachers learning about TBLT and tasks -- Introduction -- Reflection -- The reading log assignment -- Teachers' understandings of the rationale and theory behind TBLT -- Teachers' prior experience with tasks or TBLT -- Understanding of the content of the selected reading -- Use of SLA and TBLT terminology -- Inclusion of a description of a task -- Summary -- Relevance that teachers ascribe to TBLT in their current teaching contexts -- Differences teachers notice between TBLT and their current pedagogical approach -- Evidence of reflection on own language learning -- Evidence of reflection on current language teaching practices -- Pedagogical insights -- Planned changes to practices -- Conclusion -- Chapter 3. Teacher learning through inquiry into TBLT -- Introduction -- Inquiry -- The learning inquiry assignment -- Context of teaching -- Focus of learning inquiry -- Task design and planning -- What informed task design -- Selection and/or design of tasks -- Evaluation of task design against task criteria -- Task evaluation -- Task revision -- Teachers' conclusions of their inquiries -- Limitations -- Teachers' conclusions about the focus of the inquiry -- Teachers' final reflections -- Conclusion -- Chapter 4. From learning about TBLT to implementing TBLT: From learning about TBLT to implementing TBLT -- Section I: Bringing TBLT to practice -- Impact of the TPDL professional learning programme -- Changes to practice -- TBLT and language teaching -- Alignment of TBLT with the New Zealand Curriculum -- TBLT as a language teaching methodology -- Implementing TBLT.
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|a The roles of tasks -- Enablers and constraints for implementing TBLT -- Enablers to implementing TBLT -- Constraints to implementing TBLT -- Section II: TBLT in the classroom -- Teachers' practices -- Sara - teaching Spanish to Year 1 students -- Observed lesson -- Main task -- Example of interaction (teacher and student discourse) -- Student voice -- Teacher reflections -- Conclusion - Sara -- Melissa - teaching Chinese to Year 2 students -- Student voice -- Teacher reflections -- Conclusion - Melissa -- David - teaching Spanish to Year 9 students -- Student voice -- Teacher reflections -- Conclusion - David -- TBLT as seen in teacher practices -- Conclusion -- Introduction to Part 2: Tasks in the classroom -- Introduction -- The participants -- Rationale for the choice of teachers -- The initial approach to participants -- The data we collected -- Recording of teacher discourse -- Recording of student discourse -- Observation data -- Documents -- Questionnaires -- Interviews with teachers -- Handling the data -- Identifying the tasks -- An activity that fulfilled all task criteria -- An activity that did not meet task criteria -- Outline of this section of the book -- Chapter 5. Voices from the classroom -- Data sets -- Analysis of classroom transcript data -- Analysis of questionnaire data -- The 10 tasks -- Tania's classroom: Task 1. Categorising sports -- Comments -- Other phases of this lesson -- The task-as-process -- Student feedback -- Tania's classroom: Task 2. Conversation -- Comments -- Other phases of this lesson -- The task-as-process -- Student feedback -- What we would conclude from Tania's two lessons containing Tasks 1 and 2 -- Margaret's classroom: Task 3. The teacher at age 6 -- Comments -- Other phases of this lesson -- The task-as-process -- Margaret's classroom: Task 4. My childhood -- Comments -- Other phases of the lesson.
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|a The task-as-process -- Student feedback -- What we would conclude from Margaret's two lessons containing Tasks 3 and 4 -- Linda's classroom: Task 5. Making predictions -- Comments -- Other phases of the lesson -- The task-as-process -- Student feedback -- What we would conclude from Linda's lesson containing Task 5 -- Emily's classroom: Task 6. Treasure Hunt -- Comments -- Other phases of the lesson -- The task-as-process -- Student feedback -- Emily's classroom: Task 7. Working with Mazes -- Comments -- The task-as-process -- What we would conclude from Emily's two lessons containing Tasks 6 and 7 -- Shona's classroom: Task 8. Murder mystery -- Comments -- Other phases of this lesson -- The task-as-process -- Student feedback -- What we would conclude from Shona's lesson containing Task 8 -- Toby's classroom: Task 9. How well do you know your classmate? -- Comments -- Other phases of the lesson -- The task-as-process -- Toby's classroom: Task 10. Finding a friend -- Comments -- Other phases of the lesson -- The task-as-process -- Student feedback -- What we would conclude from Toby's lessons containing Tasks 9 and 10 -- Conclusion -- Chapter 6. An evaluation of the use of tasks in the classroom -- Data sets -- Evidence of teacher fulfilment of task criteria -- Target tasks and pedagogic tasks -- Task goals -- Focused or unfocused tasks -- Communicative goals -- The task cycle -- Task type -- The language skills tasks focused on -- Willis and Willis's taxonomy of tasks (Willis, 1996 -- Willis & -- Willis, 2007) -- Implementation of principles of TBLT -- Summary -- Conclusion -- Chapter 7. The teachers' perspectives -- Teacher orientation to tasks and TBLT -- Priority as a teacher -- Learning on the TPDL course -- Impact on practice -- Learning about and reaction to TBLT during professional development -- Prior knowledge of TBLT.
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|a Learning about tasks and TBLT during the TPDL programme -- Teachers' understanding and implementation of TBLT -- The target task versus the pedagogic task -- Teacher awareness of the task cycle -- The starting point for the task -- Focus on language form in TBLT and tasks -- Implementing TBLT and including tasks in lessons -- The benefits of and role for tasks -- Factors motivating or constraining implementation of TBLT and use of tasks -- System level factors -- Teacher level factors -- Student level factors -- Embracing TBLT and tasks in the classroom: Accounting for change in teacher practice -- Conclusion -- Chapter 8. Conclusion -- Introduction -- Learning about tasks -- Implementing tasks in the classroom -- Tasks opening up "pedagogical spaces" for language learning -- Communicating with the language: Giving learners control -- Repeated encounters: Recycling the language -- Task as the context for both language learning and language use -- The task as assessment -- The context behind the use of tasks and TBLT -- The beginner language learner -- The New Zealand Curriculum and assessment context -- Blurring the dichotomies -- Object or medium of instruction -- Incidental or intentional learning -- Implicit knowledge or explicit knowledge -- The challenge for TBLT -- The TB syllabus - realistic or not? -- TBLT needs to account for a wider range of language learning requirements -- The applicability of task criteria -- Equipping teachers to implement TBLT and use tasks in their instructional contexts -- Time for professional learning -- Preparing students for the language demands of the task -- Input-based tasks -- Focus on form in relation to task -- Helping teachers to understand task -- Access to resources -- Differentiating for the learner -- Limitations -- In summary -- References.
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|a Appendix 1. Description of in-school support component of TPDL.
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| 520 |
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|a This book documents how teachers, working in school foreign language learning contexts and teaching beginner learners of languages other than English, learn about and use tasks.
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| 588 |
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|a Description based on publisher supplied metadata and other sources.
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| 590 |
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|a Electronic reproduction. Ann Arbor, Michigan : ProQuest Ebook Central, 2023. Available via World Wide Web. Access may be limited to ProQuest Ebook Central affiliated libraries.
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|a Electronic books.
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|a Tolosa, Constanza.
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|i Print version:
|a Erlam, Rosemary
|t Pedagogical Realities of Implementing Task-Based Language Teaching
|d Amsterdam/Philadelphia : John Benjamins Publishing Company,c2022
|z 9789027210784
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| 797 |
2 |
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|a ProQuest (Firm)
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| 830 |
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|a Task-Based Language Teaching Series
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| 856 |
4 |
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|u https://ebookcentral.proquest.com/lib/matrademy/detail.action?docID=6852900
|z Click to View
|
