In:Pedagogical Realities of Implementing Task-Based Language Teaching
Rosemary Erlam and Constanza Tolosa
[Task-Based Language Teaching 14] 2022
► pp. 85–118
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Chapter 4From learning about TBLT to implementing 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.c4
https://doi.org/10.1075/tblt.14.c4
Article outline
- Section I: Bringing TBLT to practice
- Impact of the TPDL professional learning programme
- Changes to practice
- TBLT and language teaching
- Alignment of TBLT with the New Zealand Curriculum
- TBLT as a language teaching methodology
- Implementing TBLT
- The roles of tasks
- Enablers and constraints for implementing TBLT
- Enablers to implementing TBLT
- Constraints to implementing TBLT
- Section II: TBLT in the classroom
- Teachers’ practices
- Sara – teaching Spanish to Year 1 students
- Observed lesson
- Main task
- Example of interaction (teacher and student discourse)
- Student voice
- Teacher reflections
- Conclusion – Sara
- Melissa – teaching Chinese to Year 2 students
- Student voice
- Teacher reflections
- Conclusion – Melissa
- David – teaching Spanish to Year 9 students
- Student voice
- Teacher reflections
- Conclusion – David
- TBLT as seen in teacher practices
- Conclusion
