Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
Hostname: page-component-cd9895bd7-lnqnp Total loading time: 0 Render date: 2024-12-28T16:50:24.388Z Has data issue: false hasContentIssue false

Part VI - The Teacher in Task-Based Language Teaching

Published online by Cambridge University Press:  19 November 2021

Edited by
Mohammad Javad Ahmadian  and
Michael H. Long
Mohammad Javad Ahmadian
Affiliation:
University of Leeds
Michael H. Long
Affiliation:
University of Maryland, College Park
Get access

Summary

A summary is not available for this content so a preview has been provided. Please use the Get access link above for information on how to access this content.
Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
The Cambridge Handbook of Task-Based Language Teaching , pp. 445 - 504
Publisher: Cambridge University Press
Print publication year: 2021

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Further Reading

Andon, N. and Eckerth, J. (2009). Chacun à son goût? Task-based L2 pedagogy from the teacher’s point of view. International Journal of Applied Linguistics, 19(3), 286–310.CrossRefGoogle Scholar
Carless, D. (2009). Revisiting the TBLT versus P-P-P debate: Voices from Hong Kong. Asian Journal of English Language Teaching, 19, 49–66.Google Scholar
East, M. (2018). How do beginning teachers conceptualise and enact tasks in school foreign language classrooms? In Samuda, V., Bygate, M., and Van den Branden, K. eds. TBLT as a researched pedagogy. Amsterdam: John Benjamins, pp. 23–50.Google Scholar
East, M. (2017). “If it is all about tasks, will they learn anything?” Teachers’ perspectives on grammar instruction in the task-oriented classroom. In Ahmadian, M. J. and García Mayo, M. P., eds. Recent perspectives on task-based language learning and teaching. Berlin: De Gruyter Mouton, pp. 217–31.Google Scholar
Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221–46.Google Scholar
Erlam, R. (2016). ‘I’m still not sure what a task is’: Teachers designing language tasks. Language Teaching Research, 20(3), 279–99.CrossRefGoogle Scholar

References

Andon, N. and Eckerth, J. (2009). Chacun à son goût? Task-based L2 pedagogy from the teacher’s point of view. International Journal of Applied Linguistics, 19(3), 286–310.CrossRefGoogle Scholar
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81–109.Google Scholar
Borg, S. (2015). Teacher cognition and language education : Research and practice. London: Bloomsbury Academic.Google Scholar
Brandenberg, R. and Jones, M. (2017). Toward transformative reflective practice in teacher education. In Brandenberg, R., Glasswell, K., Jones, M., and Ryan, J., eds. Reflective theory and practice in teacher education. Singapore: Springer, pp. 259–73.Google Scholar
Bullock, K. and Muschamp, Y. (2004). Reflecting on pedagogy: Outcomes from a Beacon School Network. Teacher Development, 8(1), 29–44.Google Scholar
Cabaroglu, N. and Roberts, J. (2000). Development in student teachers’ pre-existing beliefs during a 1-year PGCE programme. System, 28, 387–402.Google Scholar
Calderhead, J. (1996). Teachers: Beliefs and knowledge. In Berliner, D. C. and Calfee, R. C., eds. Handbook of educational psychology. New York, NY: Macmillan, pp. 709–25.Google Scholar
Carless, D. (2003). Factors in the implementation of task-based teaching in primary schools. System, 31(485–500).Google Scholar
Carless, D. (2007). The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong. System, 35(4), 595–608.Google Scholar
Chien, C.-W. (2013). Analysis of a language teacher’s journal of classroom practice as reflective practice. Reflective Practice: International and Multidisciplinary Perspectives, 14(1), 131–43.CrossRefGoogle Scholar
Clark, C. M. and Peterson, P. L. (1986). Teachers’ thought processes. In Wittrock, M. C., ed. Handbook of research on teaching. 3rd ed. New York: Macmillan, pp. 255–96.Google Scholar
Coe, R., Aloisi, C., Higgins, S., and Elliot Major, L. (2014). What makes great teaching? Review of the underpinning research. London: The Sutton Trust.Google Scholar
Davis, S. (2005). Developing reflective practice in pre-service student teachers: What does art have to do with it? Teacher Development, 9(1), 9–19.Google Scholar
East, M. (2014a). Encouraging innovation in a modern foreign language initial teacher education programme: What do beginning teachers make of task-based language teaching? The Language Learning Journal, 42(3), 261–74.CrossRefGoogle Scholar
East, M. (2014b). Mediating pedagogical innovation via reflective practice: A comparison of pre-service and in-service teachers’ experiences. Reflective Practice: International and Multidisciplinary Perspectives, 15(5), 686–99.CrossRefGoogle Scholar
East, M. (2017a). “If it is all about tasks, will they learn anything?” Teachers’ perspectives on grammar instruction in the task-oriented classroom. In Ahmadian, M. J. and García Mayo, M. P., eds. Recent perspectives on task-based language learning and teaching. Berlin, Germany: De Gruyter Mouton, pp. 217–31.Google Scholar
East, M. (2017b). Research into practice: The task-based approach to instructed second language acquisition. Language Teaching, 50(3), 412–24.CrossRefGoogle Scholar
East, M. (2018). How do beginning teachers conceptualise and enact tasks in school foreign language classrooms? In Samuda, V., Bygate, M., and Van den Branden, K., eds. TBLT as a researched pedagogy. Amsterdam: John Benjamins, pp. 23–50.Google Scholar
Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221–46.CrossRefGoogle Scholar
Erlam, R. (2016). ‘I’m still not sure what a task is’: Teachers designing language tasks. Language Teaching Research, 20(3), 279–99.Google Scholar
Hall, G. (2011). Exploring English language teaching: Language in action. New York: Routledge.Google Scholar
Hamilton, M. L. and Pinnegar, S. (2014). Self-study of teacher education practices as a pedagogy for teacher educator professional development. In Craig, C. and Orland-Barak, L., eds. International teacher education: Promising pedagogies (part A). Advances in research on teaching. Bradford: Emerald Publishing, pp. 137–52.Google Scholar
Killion, J. and Todnem, G. (1991). A process of personal theory building. Educational Leadership, 48(6), 14–16.Google Scholar
Larsen-Freeman, D. (2015). Research into practice: Grammar learning and teaching. Language Teaching, 48(2), 263–80.CrossRefGoogle Scholar
Lightbown, P. and Spada, N. (2013). How languages are learned. 4th ed. Oxford: Oxford University Press.Google Scholar
Long, M. (2000). Focus on form in task-based language teaching. In Lambert, R. D. and Shohamy, E., eds. Language policy and pedagogy: Essays in honor of A. Ronald Walton. Amsterdam: John Benjamins, pp. 179–92.Google Scholar
Long, M. (2016). In defense of tasks and TBLT: Nonissues and real issues. Annual Review of Applied Linguistics, 36, 5–33.Google Scholar
Mitchell, R., Myles, F. and Marsden, E. (2013). Second language learning theories. 3rd ed. New York and London: Routledge.Google Scholar
Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.Google Scholar
Pajares, F. (1993). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–32.Google Scholar
Phipps, S. and Borg, S. (2007). Exploring the relationship between teachers’ beliefs and their classroom practice. The Teacher Trainer, 21(3), 17–19.Google Scholar
Richards, J. C. (2006). Communicative language teaching today. Cambridge: Cambridge University Press.Google Scholar
Richards, J. C., Ho, B., and Giblin, K. (1996). Learning how to teach in the RSA Certificate. In Freeman, D. and Richards, J. C., eds. Teacher learning in language teaching. Cambridge: Cambridge University Press.Google Scholar
Samuda, V. and Bygate, M. (2008). Tasks in second language learning. Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar
Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.Google Scholar
Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38–61.Google Scholar
Too, W. K. (2013). Facilitating the development of pre-service teachers as reflective learners: A Malaysian experience. The Language Learning Journal, 41(2), 161–74.Google Scholar
Van den Branden, K. (2009). Diffusion and implementation of innovations. In Long, M. and Doughty, C., eds. The handbook of language teaching. Oxford: Wiley-Blackwell, pp. 659–72.Google Scholar
Widdowson, H. G. (1993). Innovation in teacher development. Annual Review of Applied Linguistics, 13, 260–75.Google Scholar
Williams, R. and Grudnoff, L. (2011). Making sense of reflection: A comparison of beginning and experienced teachers’ perceptions of reflection for practice. Reflective Practice: International and Multidisciplinary Perspectives, 12(3), 281–91.Google Scholar
Willis, D. and Willis, J. (2007). Doing task-based teaching. Oxford: Oxford University Press.Google Scholar
Willis, J. (1996). A framework for task-based learning. Harlow: Longman Pearson Education.Google Scholar
Xiongyong, C. and Samuel, S. (2011). Perceptions and implementation of task-based language teaching among secondary school EFL teachers in China. International Journal of Business and Social Science, 2(24), 292–302.Google Scholar

Further Reading

Han, J. (2018). Task-based learning in task-based teaching: Training teachers of Chinese as a foreign language. The Annual Review of Applied Linguistics, 38, 162–86.Google Scholar
McDonough, K. and Chaikitmongkol, W. (2007). Teachers’ and learners’ reactions to a Task- Based EFL course in Thailand. TESOL Quarterly, 41(1), 107–32.Google Scholar
Ogilvie, G. and Dunn, W. (2010). Taking teacher education to task: Exploring the role of teacher education in promoting the utilization of task-based language teaching. Language Teaching Research, 14(2), 161–81.Google Scholar
Révész, A. and Gurzynski-Weiss, L. (2016). Teachers’ perspectives on second language task difficulty:Insights from think-alouds and eye tracking. Annual Review of Applied Linguistics, 36,182–204.Google Scholar
Stanton, S. and Fiszbein, A. (2019). Work in progress: English teaching and teachers in Latin America. The Inter-American Dialogue. Retrieved from: www.thedialogue.org/wp-content/uploads/2019/11/white-paper-2019-completo-final.pdfGoogle Scholar
Van den Branden, K. (2016). The role of teachers in task-based language education. Annual Review of Applied Linguistics, 36, 164–81.Google Scholar

References

AmericasBarometer (2016). The Latin American Public Opinion Project (LAPOP). Retrieved from www.vanderbilt.edu/lapop/ab2016.php.Google Scholar
Anderson, J. (2016). Initial teacher training courses and non-native speaker teachers. ELT Journal, 70(3), 261–74.Google Scholar
Brandl, K. (2016). Task-based instruction and teacher training. In Van Deusen-Scholl, N. and May, S., eds. Second and foreign language education. Encyclopedia of language and education. 3rd ed. Cham, Switzerland: Springer, pp. 1–14.Google Scholar
Bryfonski, L. (2021). From task-based training to task-based instruction: Novice language teachers’ experiences and perspectives. Language Teaching Research.Google Scholar
Carless, D. (2004). Issues in teachers’ reinterpretation of a task-based innovation. TESOL Quarterly, 38(4), 639–62.Google Scholar
Chan, S. P. (2012). Qualitative differences in novice teachers’ enactment of task-based language teaching in Hong Kong primary classrooms. In Shehadeh, A., Coombe, C. A., eds. Task-based language teaching in foreign language contexts: Research and implementation. Amsterdam: John Benjamins, pp. 187–214.Google Scholar
Erlam, R. (2016). “I’m still not sure what a task is”: Teachers designing language tasks. Language Teaching Research, 20(3), 279–99.Google Scholar
Euraque, D. (1999). Reinterpreting the banana republic: Region & state in Honduras, 1870-1972. Chapel Hill, NC: University of North Carolina Press.Google Scholar
International Crisis Group (2016). Easy Prey: Criminal Violence and Central American Migration. Brussels, International Crisis Group. Retrieved from www.crisisgroup.org/latin-america-caribbean/central-america/easy-prey-criminal-violence-and-central-american-migration.Google Scholar
Krashen, S. D. and Terrell, T. D. (1983). The Natural Approach: Language acquisition in the classroom. New York: Pergamon Press.Google Scholar
Long, M. H. (2015). Second language acquisition and task-based language teaching. John Wiley & Sons.Google Scholar
Long, M. H. (2016). In defense of tasks and TBLT: Nonissues and real issues. Annual Review of Applied Linguistics, 36, 5–33.Google Scholar
Mackey, A. and Gass, S. (2015). Second language research: Methodology and design. 2nd ed. New York: Routledge.Google Scholar
Müller-Hartmann, A. and Schocker-von Ditfurth, M. (2011). Introduction to English language teaching: Optimize your exam preparation. Stuttgart: Klett Lerntraining.Google Scholar
Müller-Hartmann, A. and Schocker, M. (2017). The challenge of thinking task-based teaching from the learners’ perspectives – Developing teaching competences through an action research approach to teacher education. In Ahmadia, M. J. and Pilar García Mayo, M., eds. Recent perspectives on task-based language learning and teaching. De Gruyter, pp. 233–58.Google Scholar
Ortega, L. (2015). Researching CLIL and TBLT interfaces. System, 54, 103–9.Google Scholar
Raderstorf, B., Wilson, C. J., Zechmeister, E. J., and Camilleri, M. J. (2017). Beneath the violence: How insecurity shapes daily life and emigration in Central America: A Report of the Latin American Public Opinion Project and the Inter-American Dialogue. Rule of Law Working Paper.Google Scholar
Samuda, V. (2001). Guiding relationships between form and meaning during task performance: The role of the teacher. In Bygate, M, Skehan, P., and Swain, M., eds. Researching pedagogic tasks: Second language learning, teaching and testing, London and New York: Routledge, pp. 119–40.Google Scholar
Shintani, N. (2018). Researching TBLT for young, beginner learners in Japan. In Samuda, V., Van den Branden, K. and Bygate, M., eds. TBLT as a researched pedagogy. Amsterdam: John Benjamins, pp. 200-12.Google Scholar
Soluri, J. (2005). Banana cultures: Agriculture, consumption, and environmental change in Honduras and the United States. Austin: University of Texas Press.Google Scholar
US Customs and Border Protection. (2016, October). United States Border Patrol Southwest Family Unit Subject and Unaccompanied Alien Children Apprehensions Fiscal Year 2016. Retrieved from www.cbp.gov/newsroom/stats/southwest-border-unaccompanied-children/fy-2016Google Scholar
US Department of State. (2016). Country Information: Honduras. Retrieved from https://travel.state.gov/content/passports/en/country/honduras.htmlGoogle Scholar
Van den Branden, K. (2006). Task-based language education: From theory to practice. Cambridge: Cambridge University PressGoogle Scholar
Warford, M. K. and Reeves, J. (2003). Falling into it: Novice TESOL teacher thinking. Teachers and Teaching, 9(1), 47–65.Google Scholar
Wiggins, G. and McTighe, J. (2005). Understanding by design. Upper Saddle River, NJ: Prentice Hall.Google Scholar
World Bank. (2017). Honduras: World Development Indicators. Retrieved from http://data.worldbank.org/country/hondurasGoogle Scholar

Further Reading

Freeman, D. and Johnson, K. (1998) Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397–417.Google Scholar
Long, M.H. (2016). In defense of tasks and TBLT: Nonissues and real issues. Annual Review of Applied Linguistics, 36, 5–33.Google Scholar
Solares-Altamirano, M. E. (2010). Promoting teacher professional development through online task-based instruction. International Journal of Virtual and Personal Learning Environments (IJVPLE), 1(4), 52–65.Google Scholar
Skehan, P. (2003). Task-based instruction. Language Teaching, 36(1), pp. 1–14.CrossRefGoogle Scholar
Van den Branden, K. (2006). Training teachers: Task-based as well? In Van den Branden, K., ed. Task-based language education. From theory to practice. Cambridge: Cambridge University Press, pp. 217–48.Google Scholar
Van den Branden, K. (2016). The role of teachers in task-based language education. Annual Review of Applied Linguistics, 36, 164–81.Google Scholar

References

Clandfield, L. and Hadfield, J. (2017). Interaction Online: Creative activities for blended learning. Cambridge: Cambridge University Press.Google Scholar
Ellis, R. (2009). Task-based language teaching: sorting out the misunderstandings. International Journal of Applied Linguistics 19(3), 221–46.Google Scholar
Farrell, T. (2018). Operationalizing Reflective Practice in Second Language Teacher Education. Journal of Second Language Teacher Education, 1(1) pp. 1–20.Google Scholar
Fox, A. (2013). From MOOCs to SPOCs. Commun. ACM, 56(12), 38–40.Google Scholar
FUNDAE (2020). Website of the Fundación Estatal para la Formación en el Empleo (State Foundation for Employment Training). www.fundae.es.Google Scholar
Gilabert, R. (2005). Evaluating the use of multiple sources and methods in needs analysis:A case study of journalists in the Autonomous Community of Catalonia (Spain). InLong, M., ed. Second language needs analysis. Cambridge: Cambridge University Press, pp. 182–99.Google Scholar
González-Lloret, M. and Ortega, L. (2014), eds. Technology-mediated TBLT: Researching technology and tasks. Amsterdam: John Benjamins.Google Scholar
Jordan, K. (2015). Massive open online course completion rates revisited: Assessment, length and attrition. International Review of Research in Open and Distributed Learning, 16(3),341–58.Google Scholar
Harmer, J. (2015) The practice of English language teaching. London: Pearson.Google Scholar
Long, M. H. and Crookes, G. (1992). Three approaches to task‐based syllabus design. TESOL quarterly, 26(1),27–56.Google Scholar
Long, M. H. (2015). Second language acquisition and task-based language teaching. Malden: John Wiley & Sons.Google Scholar
Long, M. H. (2016). In defense of tasks and TBLT: Nonissues and real issues. Annual Review of Applied Linguistics, 36, 5–33.CrossRefGoogle Scholar
Long, M. H. (2020a). Optimal input for language learning: genuine, simplified, elaborated, or modified elaborated? Language Teaching, 53, 169–82.Google Scholar
Long, M. H. (2020b). The L in TBLT: Analyzing target discourse. The Cambridge handbook for task-based language teaching. Cambridge: Cambridge University Press.Google Scholar
Mental Health Catalonia (2020). Website. www.salutmental.org.Google Scholar
Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.Google Scholar
Serafini, E. J., Lake, J. B., and Long, M. H. (2015). Needs analysis for specialized learner populations: Essential methodological improvements. English for Specific Purposes, 40, 11–26.Google Scholar
Skehan, P. (2002). A non-marginal role for tasks. English Language Teaching Journal 56(3), 289–95.Google Scholar
SLB (2020a). The TBLT Course, March 2019. Retrieved from: https://learn.slb.coop/course/how-to-implement-task-based-language-teaching-tblt/.)Google Scholar
SLB (2020b). Session 1 of the TBLT course. Retrieved from: https://learn.slb.coop/lesson/1-why-tblt/.Google Scholar
SLB(2020c). TBLT Course, November 2019. Retrieved from: https://learn.slb.coop/course/tblt-from-theory-to-practice-nov2019/.Google Scholar
Solares-Altamirano, M. E. (2010). Promoting teacher professional development through online task-based instruction. International Journal of Virtual and Personal Learning Environments (IJVPLE), 1(4),52–65.Google Scholar
Ur, P. (2012). A Course in English Language Teaching. Cambridge: Cambridge University PressGoogle Scholar
Van den Branden, K. (2006). Training teachers: Task-based as well?. In Van den Branden, K., ed. Task-based language education. From theory to practice. Cambridge: Cambridge University Press, pp. 217–48.Google Scholar
Van den Branden, K. (2016). The role of teachers in task-based language education. Annual Review of Applied Linguistics, 36, 164–81.Google Scholar
Wilkins, D. A. (1976). Notional syllabuses. Oxford: Oxford University Press.Google Scholar
Willis, D. and Willis, J. (2009). Task-based language teaching. The Language Teacher. 33(3), 3–4.Google Scholar
Woodward, T. (2003) Loop Input. English Language Teaching Journal, 57(3), 301–4.Google Scholar
Zero Gravity (2020). Website of Sense Gravetat network of community workshops. https://redsingravedad.org/ca/.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure no-reply@cambridge.org is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×