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Article published In: TASK
Vol. 4:2 (2024) ► pp.267–289

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A journey of sustainable TBLT curricular development

Collaborating with various stakeholders and producing TBLT ambassadors

 | Georgia State University, USA
Published online: 16 December 2024
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https://doi.org/10.1075/task.00035.kim
Abstract
Task-based Language Teaching (TBLT), introduced in the early 1980s, has significantly matured through the integration of theories and research from instructed second language acquisition (ISLA) and educational practice, effectively addressing the growing need for efficient programs. Although many initial criticisms have been treated as non-issues using evidence from empirical research (Ellis, R. (2017). Position paper: Moving task-based language teaching forward. Language Teaching, 50(4), 507–526. Google Scholar logo with link to Google Scholar; Long, M. H. (2016). In defense of tasks and TBLT: Nonissues and real issues. Annual Review of Applied Linguistics, 361, 5–33. Google Scholar logo with link to Google Scholar), program-wide adoption of TBLT is less widespread than might have been expected by now (Long, M., & Ahmadian, M. (2022). The origins and growth of task-based language teaching. In M. Ahmadian & M. Long, M. (Eds.) (2022). The Cambridge handbook of task-based language teaching (pp. xxv–xxvii). Cambridge University Press. Google Scholar logo with link to Google Scholar). The three areas that I see as needing improvement are (1) long-term collaboration with various stakeholders for different roles, (2) producing TBLT ambassadors through teacher education, and (3) documenting TBLT programs in action. This paper begins by reviewing different collaboration models for developing and maintaining TBLT curricula and sharing sample TBLT programs in action. I then present a sample case study demonstrating work with various stakeholders, particularly focusing on novice teachers, and fostering TBLT ambassadors. The paper concludes by suggesting six principles for developing and maintaining sustainable TBLT curricula at the programmatic level.
Article outline
  • Various collaboration models of TBLT curriculum design
  • Two novice teachers’ journey of becoming TBLT ambassadors
    • Description of stakeholders in the curriculum development project
    • Description of the curriculum development project
    • Novice teachers’ journey of perception towards TBLT
  • Six principles for developing and maintaining sustainable TBLT curricula
    • 1.Ensure policy makers’ involvement
    • 2.Promote TBLT in teacher education programs
    • 3.Respect each stakeholder’s expertise and insights
    • 4.Document the process and curricula product
    • 5.Create TBLT ambassadors
    • 6.Secure resources for periodic updates
  • Concluding remarks
  • Acknowledgements
  • References
References (39)
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