In:Pedagogical Realities of Implementing Task-Based Language Teaching
Rosemary Erlam and Constanza Tolosa
[Task-Based Language Teaching 14] 2022
► pp. vii–ix
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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.toc
https://doi.org/10.1075/tblt.14.toc
Table of contents
Chapter 1.Researching the implementation of TBLT in the classroom1
Introduction1
Why TBLT?4
The theoretical rationale for TBLT5
The pedagogical rationale for the task7
The options for TBLT in the pedagogical context8
Issues to consider in the implementation of TBLT11
The New Zealand context13
The curriculum14
The learning languages area in the New Zealand Curriculum14
The assessment of learning15
Support for language teaching with the implementation of the new curriculum16
An initiative to equip teachers to teach languages in New Zealand schools – TPDL18
The current research and its relationship to the TPDL programme26
Summary of factors relevant to implementation of TBLT/tasks in the New Zealand context27
Outline of the book30
Introduction to Part 1: Learning about TBLT and tasks33
Chapter 2.Teachers learning about TBLT and tasks39
Introduction39
Reflection39
The reading log assignment40
Teachers’ understandings of the rationale and theory behind TBLT42
Relevance that teachers ascribe to TBLT in their current teaching contexts48
Differences teachers notice between TBLT and their current pedagogical approach49
Conclusion56
Chapter 3.Teacher learning through inquiry into TBLT59
Introduction59
Inquiry60
The learning inquiry assignment61
Context of teaching63
Focus of learning inquiry64
Task design and planning65
Task evaluation74
Task revision77
Teachers’ conclusions of their inquiries78
Limitations78
Conclusion81
Chapter 4.From learning about TBLT to implementing TBLT85
Section I: Bringing TBLT to practice86
Impact of the TPDL professional learning programme86
Changes to practice88
TBLT and language teaching89
Implementing TBLT91
Enablers and constraints for implementing TBLT92
Section II: TBLT in the classroom96
Teachers’ practices97
TBLT as seen in teacher practices114
Introduction to Part 2: Tasks in the classroom116
Chapter 5.Voices from the classroom119
Data sets131
The 10 tasks136
Conclusion175
Chapter 6.An evaluation of the use of tasks in the classroom179
Data sets180
Evidence of teacher fulfilment of task criteria180
Target tasks and pedagogic tasks183
Task goals185
Communicative goals187
The task cycle189
Task type190
Implementation of principles of TBLT192
Chapter 7.The teachers’ perspectives203
Teacher orientation to tasks and TBLT204
Learning about and reaction to TBLT during professional development206
Prior knowledge of TBLT206
Teachers’ understanding and reported implementation of TBLT208
The benefits of and role for tasks217
Factors motivating or constraining implementation of TBLT and use of tasks219
Embracing TBLT and tasks in the classroom: Accounting for change in teacher practice223
Conclusion225
Chapter 8.Conclusion229
Introduction229
Learning about tasks230
Implementing tasks in the classroom234
Tasks opening up “pedagogical spaces” for language learning235
The context behind the use of tasks and TBLT239
The beginner language learner239
Blurring the dichotomies241
The challenge for TBLT243
Equipping teachers to implement TBLT and use tasks in their instructional contexts246
Limitations251
In summary252
References253
Appendices263
Name index277
Subject index279
