In:Pedagogical Realities of Implementing Task-Based Language Teaching
Rosemary Erlam and Constanza Tolosa
[Task-Based Language Teaching 14] 2022
► pp. 59–84
Get fulltext
Chapter 3Teacher learning through inquiry into TBLT
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.c3
https://doi.org/10.1075/tblt.14.c3
Article outline
- Introduction
- Inquiry
- The learning inquiry assignment
- Context of teaching
- Focus of learning inquiry
- Task design and planning
- What informed task design
- Selection and/or design of tasks
- Evaluation of task design against task criteria
- Task evaluation
- Task revision
- Teachers’ conclusions of their inquiries
- Limitations
- Teachers’ conclusions about the focus of the inquiry
- Teachers’ final reflections
- Conclusion
