Teacher Education for Task-Based Language Teaching
Special issue of TASK 5:2 (2025)
Editors
[TASK, 5:2] 2025. vi, 216 pp.
Publishing status: Available
Published online on 5 February 2026
Published online on 5 February 2026
© John Benjamins Publishing Company
Table of Contents
- Bridging the research-practice gap in task‑based language teaching: The role of teacher educationXavier Gutiérrez, Lara Bryfonski & Greg Ogilvie | pp. 159–176
- What impact can a TBLT teacher education course have? A study of pre-service Spanish teachersXavier Gutiérrez, William Dunn, Leila Ranta & Greg Ogilvie | pp. 177–202
- Examining teachers’ evaluations of task characteristics: Lessons from two teacher education contextsLara Bryfonski, Caitlyn Pineault & Akiko Fujii | pp. 203–227
- Teacher perspectives and student voices: Tasks and task design for less commonly taught language classroomsKoen Van Gorp & Emily Heidrich Uebel | pp. 228–256
- Validity argument for the use of summative task-based language assessment in a language teaching program for adult immigrantsGabriel Michaud, Christophe Chénier, Romain Schmitt & Louis-David Bibeau | pp. 257–284
- A qualitative and quantitative preliminary analysis of a task design web-based tool and its applications for teacher educationRoger Gilabert, Joan Castellví, Elisabet Comelles, Vera Trager, Gina Arnold, Aleksandra Malicka, Kerry Brennan & Natasha Moskvina | pp. 285–315
- Open-access sites as catalysts for teacher education: Insights from the TBLT Task BankLaura Gurzynski-Weiss & Caitlyn Pineault | pp. 316–344
- Teacher education, tasks, and the art of communifrictionKris Van den Branden | pp. 345–359
- A conversation between task-based researchers, language teachers, and teacher trainersTineke Brunfaut, Judit Kormos, Wiktoria Allan, Salomé Villa Larenas & Laura Gurzynski-Weiss | pp. 360–374
Articles
Let’s talk tasks