In:Pedagogical Realities of Implementing Task-Based Language Teaching
Rosemary Erlam and Constanza Tolosa
[Task-Based Language Teaching 14] 2022
► pp. 39–58
Get fulltext
Chapter 2Teachers learning about TBLT and tasks
Available under the Creative Commons Attribution-NonCommercial-NoDerivatives (CC BY-NC-ND) 4.0 license.
For any use beyond this license, please contact the publisher at rights@benjamins.nl.
Published online: 9 February 2022
https://doi.org/10.1075/tblt.14.c2
https://doi.org/10.1075/tblt.14.c2
Article outline
- Introduction
- Reflection
- The reading log assignment
- Teachers’ understandings of the rationale and theory behind TBLT
- Teachers’ prior experience with tasks or TBLT
- Understanding of the content of the selected reading
- Use of SLA and TBLT terminology
- Inclusion of a description of a task
- Summary
- Relevance that teachers ascribe to TBLT in their current teaching contexts
- Differences teachers notice between TBLT and their current pedagogical approach
- Evidence of reflection on own language learning
- Evidence of reflection on current language teaching practices
- Pedagogical insights
- Planned changes to practices
- Conclusion
