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 & 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
Introduction
In-school support component
Conclusion
Appendix 2. Template for the inquiry report and marking criteria
Appendix 3. Interview questions (telephone or email)
Appendix 4. Student questionnaire
Student questionnaire
Appendix 5. Interview questions for teachers whose practice we observed
Name index
Subject index