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1 results

  • 12A - Connecting Teacher Training to Task-Based Language Teaching Implementation

  • from Part VI - The Teacher in Task-Based Language Teaching
  • Edited by Mohammad Javad Ahmadian, University of Leeds, Michael H. Long, University of Maryland, College Park
  • Book:
    The Cambridge Handbook of Task-Based Language Teaching
    Published online:
    19 November 2021
    Print publication:
    09 December 2021, pp 463-477

  • Summary

    This case study describes the implementation of a task-based teacher training program for novice English teachers at a network of bilingual schools in Honduras. Teachers’ experiences in the training and implementation of teacher-designed TBLT lessons were examined through written reflections, interviews and video-recorded classroom observations. Findings demonstrated variability in TBLT implementation that was connected with teachers’ training experiences. Teachers highlighted the utility of the student-centered, task-based nature of the training but took issue with the lack of concrete resources provided. The findings have implications for language teachers, teacher trainers, and administrators in similar language programs worldwide.