Let’s Talk Tasks
A conversation between task-based researchers, language teachers, and teacher trainers
Editor
This article is available free of charge.
Published online: 12 September 2024
https://doi.org/10.1075/task.00029.gur
https://doi.org/10.1075/task.00029.gur
Article outline
- The TBLT Language Learning Task Bank
- A.The task
- B.The task authors and context of creation
- Context of task creation
- C.Reflections from the task authors
- Tell us about the task you created. What was it designed for, who used it, etc.? What are the main goals? Which type/profile of learners (of which language), at which level of proficiency does the task address? What stages does it consist of? What kind of activity are students invited to engage in? What kind of support/instruction does the teacher provide? What kind of materials/sources are used? What would be a successful outcome of the task? A less-than-successful outcome of the task?
- D.The reviewers and context of perspective
- E.Language teacher & teacher trainer Reflections
- From your perspective, what are the main strengths of the task?
- Under what conditions would learners benefit the most from the use of the task?
- How would you incorporate this task into your learning contexts? What edits would you make for your unique context and population?
- How can you see this task being transferred to use in other contexts, for other languages, and other student profiles?
- What new thoughts about tasks or TBLT in general will you bring into your teaching from engaging with the Task Bank?
- Are there any other thoughts, observations, or connections you’d like to share about this task, the TBLT Task Bank, or task-based language teaching as it relates to your context?
- Note
References
References (2)
Kim, Y., & Kang, S. (n.d.). “Welcome to Suwon Hwaseong!” Creating a Multimodal Introduction Video for a Historic Site in Korea. In L. Gurzynski-Weiss & IATBLT (n.d.). The TBLT Language Learning Task Bank. [URL]. Retrieved 28 February 2024.