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Pedagogical Realities of Implementing Task-Based Language Teaching.

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.

Bibliographic Details
Main Author: Erlam, Rosemary.
Other Authors: Tolosa, Constanza.
Format: eBook
Language:English
Published: Amsterdam/Philadelphia : John Benjamins Publishing Company, 2022.
Edition:1st ed.
Series:Task-Based Language Teaching Series
Subjects:
Electronic books.
Online Access:Click to View
Table of Contents:
  • 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.
  • 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.
  • 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.
  • 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 &amp
  • 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.
  • 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.
  • Appendix 1. Description of in-school support component of TPDL.

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