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Article published In: TASK
Vol. 1:1 (2021) ► pp.11–46

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Options in a task-based language-teaching curriculum

An educational perspective

ORCiD logo with link | Curtin University, Australia
Published online: 27 May 2021
DOI logo with link
https://doi.org/10.1075/task.00002.ell
Abstract
I draw on the education literature to describe four educational curriculum models, which serve as a basis for presenting four TBLT curricula based on the proposals of Prabhu, N. (1987). Second language pedagogy. Oxford University Press.Google Scholar logo with link to Google Scholar; Willis, J. (1996). A Framework for task-based language teaching. Longman.Google Scholar logo with link to Google Scholar, Long (Long, M. (1985). A role for instruction in second language acquisition: Task-based language teaching. In K. Hyltenstam & M. Pienemann (Eds.), Modelling and assessing second language acquisition. Multilingual Matters.Google Scholar logo with link to Google Scholar, (2015a). Second Language Acquisition and Task-based Language Teaching. Wiley-Blackwell.Google Scholar logo with link to Google Scholar, (2015b). TBLT: Building the road as we travel. In M. Bygate (Ed.), Domains and directions in the development of TBLT (pp. 1–26). John Benjamins. Google Scholar logo with link to Google Scholar) and myself ( (2003). Task-based language learning and teaching. Oxford University Press.Google Scholar logo with link to Google Scholar and (2019). Towards a modular curriculum for using tasks. Language Teaching Research, 23(4), 454–475. Google Scholar logo with link to Google Scholar) – all of which have figured in the development of TBLT. I propose a set of questions that can be used to evaluate these models. I then turn to examine the curriculum design process, identifying options in TBLT curricula that are available at each stage of the process. I point to a tension that exists between what SLA theory indicates is needed and what environmental constraints make feasible and conclude with a plea for flexibility by weighing up which options are appropriate in different teaching situations. I also summarize how I see TBLT benefitting from adopting a broad education perspective that includes critical language pedagogy.
Article outline
  • Introduction
  • Curriculum models in education
    • Curriculum as a product
    • Process curriculum model
    • Curriculum and critical pedagogy
  • Task-based language teaching curricula
    • Prabu’s (1987) communicational language teaching project
    • Long’s task-based curriculum model
    • Willis’ framework for task-based learning
    • Ellis’ modular curriculum
    • General comment
  • Options in the design of a curriculum
    • Considering the environment
    • Discovering needs
    • Following principles
    • Determining goals
    • Selection and sequencing of content
    • Finding a format and presenting materials
    • Assessment
    • Program evaluation
  • Conclusion
  • Notes
  • References
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