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Article published In: Language Teaching for Young Learners
Vol. 3:1 (2021) ► pp.3–27

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Implementing task-based language education in primary education

Lessons learnt from the Flemish experience

 | KU Leuven
 | Michigan State University
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Available under the Creative Commons Attribution-NonCommercial (CC BY-NC) 4.0 license.

For any use beyond this license, please contact the publisher at rights@benjamins.nl.

Published online: 16 April 2021
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https://doi.org/10.1075/ltyl.20013.bra
Abstract
This article provides a critical analysis of the language policy measures that were taken by the Flemish government (Belgium) to improve the quality of the teaching of the national language (Dutch) in compulsory education in Flanders and in the Flemish education system in Brussels. It builds on Van den Branden, K. (Ed.) (2006a). Task-based language education: from theory to practice. Cambridge: Cambridge University Press. Google Scholar logo with link to Google Scholar, which documented the implementation of task-based language teaching (TBLT) in primary, secondary and adult education in Flanders in the period between 1995 and 2005. Focusing on primary education, this article examines the different periods and trends in the government’s attempts to push the innovation of Dutch language education, and analyses its impact on the practice of teaching the language of schooling. The article highlights the gradual shift in focus from introducing TBLT materials and supporting the individual teacher to mandating the design of a school-wide language policy involving the whole school team, and from a top-down implementation to a more bottom-up driven, collaborative innovation process. The major aim of the article is to identify the factors that impacted on the effects of the innovation policy, against the backdrop of the growing influx of pupils who do not acquire Dutch (the main medium of instruction) as their mother tongue.
Article outline
  • 1.Introduction
  • 2.The Flemish education system
    • Pupil population
    • School autonomy
    • Curricular demands
  • 3.Top-down implementation of TBLT in Flanders: The early years
    • Implementing TBLT
    • The impact of materials and workshops
    • A revised syllabus
    • The challenge of implementing TBLT
  • 4.School-wide language policy as a key driver
    • The implementation of school-based language policy
    • Further empirical evidence
    • Four types of school-based language policy
    • The essentials of school-based policy
    • TBLT revisited
  • 5.Concluding remarks
  • References
References (48)
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Jackson, Daniel O.
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[no author supplied]
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This list is based on CrossRef data as of 27 november 2025. Please note that it may not be complete. Sources presented here have been supplied by the respective publishers. Any errors therein should be reported to them.

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