Cover not available

In:Broadening the Horizon of TBLT: Plenary addresses from the second decade of the International Conference on Task-Based Language Teaching
Edited by Martin East
[Task-Based Language Teaching 17] 2025
► pp. 255–272

Get fulltext from our e-platform
JBE logo with link
PDF logo with download linkDownload Book PDF
EPUB logo with download linkDownload Book EPUB
authorization required

Chapter 13
The teacher variable in TBLT

Broadening the horizon through teacher education and support

 | The University of Auckland
Published online: 24 April 2025
DOI logo with link
https://doi.org/10.1075/tblt.17.13eas
Abstract
Over the last 40 years, TBLT has received growing attention from a wide range of stakeholders in the language teaching and learning endeavour. Among these stakeholders, teachers have increasingly shown great interest in TBLT, whether motivated by what they hear about TBLT in different contexts or responding to task-based initiatives in their own locations. However, it is evident from studies into the impact of TBLT from the perspective of teachers working in a variety of contexts across the world that TBLT in practice continues to face obstacles. Research into the teachers’ perspective has demonstrated that teachers show variable understandings of and commitment to TBLT ideas, leading to a range of practices and outcomes in classrooms. This makes teachers a crucial variable in the success (or otherwise) of TBLT and teacher education an important mediator of change. This chapter presents an account of how my own work as a teacher educator has been shaped and influenced by my own lived experiences as a language learner and language teacher. It also outlines what I have learned about effective TBLT-oriented teacher education in the course of ten years of working with pre-service teachers of languages in schools.
Article outline
  • Introduction
  • Stating the problem: The teacher variable in TBLT
  • My story
    • The 1970s: Martin the language learner
    • The 1980s and 1990s: Martin the language teacher
    • The 2000s and beyond: Martin the language teacher educator
  • Does teacher education make a difference?
  • Where does this leave teacher education?
  • Where does this leave TBLT?
  • Conclusion
  • Notes
  • References
References (58)
References
Andon, N., & Eckerth, J. (2009). Chacun à son goût? Task-based L2 pedagogy from the teacher’s point of view. International Journal of Applied Linguistics, 19(3), 286–310. Google Scholar logo with link to Google Scholar
Benson, P., & Voller, P. (Eds.). (1997). Autonomy and independence in language learning. Longman.Google Scholar logo with link to Google Scholar
Borg, S. (2015). Teacher cognition and language education: Research and practice. Bloomsbury Academic.Google Scholar logo with link to Google Scholar
Brandenberg, R., & Jones, M. (2017). Toward transformative reflective practice in teacher education. In R. Brandenberg, K. Glasswell, M. Jones, & J. Ryan (Eds.), Reflective theory and practice in teacher education (pp. 259–273). Springer. Google Scholar logo with link to Google Scholar
Brouwer, N., & Korthagen, F. (2005). Can teacher education make a difference? American Educational Research Journal, 42(1), 153–224. Google Scholar logo with link to Google Scholar
Bryfonski, L. (2022). Connecting teacher training to task-based language teaching implementation. In M. J. Ahmadian & M. H. Long (Eds.), The Cambridge handbook of task-based language teaching (pp. 463–477). Cambridge University Press. Google Scholar logo with link to Google Scholar
Bullough, R. V., & Pinnegar, S. (2001). Guidelines for quality in autobiographical forms of self-study research. Educational Researcher, 30(3), 13–21. Google Scholar logo with link to Google Scholar
Buttler, T. (2020). Disrupting my teaching practices: A teacher educator living as a contradiction. Studying Teacher Education, 16(2), 222–239. Google Scholar logo with link to Google Scholar
(2020). Some directions for the possible survival of TBLT as a real world project. Language Teaching, 53(3), 275–288. Google Scholar logo with link to Google Scholar
Carless, D. (2012). Task-based language teaching in Confucian-heritage settings: Prospects and challenges. On Task, 2(1), 4–8. Retrieved from [URL]
Council of Europe. (1988). Learning and teaching modern languages for communication: Final report of the Project Group (Activities 1982–87). Council of Europe.Google Scholar logo with link to Google Scholar
Department for Education and Science/The Welsh Office. (1991). Modern foreign languages in the National Curriculum. Her Majesty’s Stationery Office.Google Scholar logo with link to Google Scholar
Dobson, A. (2018). Towards ‘MFL for all’ in England: A historical perspective. The Language Learning Journal, 46(1), 71–85. Google Scholar logo with link to Google Scholar
(2014). Encouraging innovation in a modern foreign language initial teacher education programme: What do beginning teachers make of task-based language teaching? The Language Learning Journal, 42(3), 261–274. Google Scholar logo with link to Google Scholar
(2018). How do beginning teachers conceptualise and enact tasks in school foreign language classrooms? In V. Samuda, M. Bygate, & K. Van den Branden (Eds.), TBLT as a researched pedagogy (pp. 23–50). John Benjamins. Google Scholar logo with link to Google Scholar
(2021). Foundational principles of task-based language teaching. Routledge. Google Scholar logo with link to Google Scholar
(2022a). Mediating innovation through language teacher education. Cambridge University Press. Google Scholar logo with link to Google Scholar
(2022b). Teacher preparation and support for task-based language teaching. In M. J. Ahmadian & M. H. Long (Eds.), The Cambridge handbook of task-based language teaching (pp. 447–462). Cambridge University Press. Google Scholar logo with link to Google Scholar
(2024). Martin East’s essential bookshelf: Task-based language teaching. Language Teaching, 57(3), 408–418. Google Scholar logo with link to Google Scholar
Ellis, R. (2003). Task-based language teaching and learning. Oxford University Press.Google Scholar logo with link to Google Scholar
(2005). Instructed second language acquisition: A literature review. Ministry of Education. [URL]
(2018). Reflections on task-based language teaching. Multilingual Matters. Google Scholar logo with link to Google Scholar
Griffiths, C. (2012). Focus on the teacher. ELT Journal, 66(4), 468–476. Google Scholar logo with link to Google Scholar
(2023). What about the teacher? Language Teaching, 56(2), 210–222. Google Scholar logo with link to Google Scholar
Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge. Google Scholar logo with link to Google Scholar
Hermann, C., Hill, J., & Pomfrett, G. (1992). Gute Reise! Mary Glasgow Publications.Google Scholar logo with link to Google Scholar
(2000). Gute Reise! neu — Teacher’s book. Mary Glasgow Publications.Google Scholar logo with link to Google Scholar
Jackson, D. (2022). Task-based language teaching. Cambridge University Press. Google Scholar logo with link to Google Scholar
Kayi-Aydar, H., Gao, X., Miller, E. R., Varghese, M., & Vitanova, G. (Eds.). (2019). Theorizing and analyzing language teacher agency. Multilingual Matters. Google Scholar logo with link to Google Scholar
Long, M. H. (2015). TBLT: Building the road as we travel. In M. Bygate (Ed.), Domains and directions in the development of TBLT: A decade of plenaries from the international conference (pp. 1–26). John Benjamins. Google Scholar logo with link to Google Scholar
(2016). In defense of tasks and TBLT: Nonissues and real issues. Annual Review of Applied Linguistics, 36, 5–33. Google Scholar logo with link to Google Scholar
Loughran, J. (2005). Researching teaching about teaching: Self-study of teacher education practices. Studying Teacher Education, 1(1), 5–16. Google Scholar logo with link to Google Scholar
Medgyes, P. (1986). Queries from a communicative teacher. ELT Journal, 40(2), 107–112. Google Scholar logo with link to Google Scholar
Ministry of Education. (2002). German in the New Zealand curriculum. Learning Media.Google Scholar logo with link to Google Scholar
. (2007). The New Zealand Curriculum. Learning Media.Google Scholar logo with link to Google Scholar
. (2021). Principles and actions that underpin effective teaching in languages. [URL]
Mitchell, R., Myles, F., & Marsden, E. (2019). Second language learning theories (4th ed.). Routledge. Google Scholar logo with link to Google Scholar
Norris, J. M. (2009). Task-based teaching and testing. In M. Long & C. Doughty (Eds.), The handbook of language teaching (pp. 578–594). Wiley Blackwell. Google Scholar logo with link to Google Scholar
Peercy, M. M., Sharkey, J., Baecher, L., Motha, S., & Varghese, M. (2019). Exploring TESOL teacher educators as learners and reflective scholars: A shared narrative inquiry. TESOL Journal, 10(4), 1–16. Google Scholar logo with link to Google Scholar
Richards, J. C., & Rodgers, T. S. (2014). Approaches and methods in language teaching (3rd ed.). Cambridge University Press. Google Scholar logo with link to Google Scholar
Rose, H. (2019). Dismantling the ivory tower in TESOL: A renewed call for teaching-informed research. TESOL Quarterly, 53(3), 895–905. Google Scholar logo with link to Google Scholar
Rowlinson, W. (1967). Sprich mal Deutsch! (1st ed.). Oxford University Press.Google Scholar logo with link to Google Scholar
(1985). Personally speaking: Teaching languages for use. Oxford University Press.Google Scholar logo with link to Google Scholar
Sato, M. (2023). Navigating the research-practice relationship: Professional goals and constraints. Language Teaching, 1–16. Google Scholar logo with link to Google Scholar
Terrell, T. D. (1977). A natural approach to second language acquisition and learning. The Modern Language Journal, 61(7), 325–336. Google Scholar logo with link to Google Scholar
(1982). The natural approach to language teaching: An update. The Modern Language Journal, 66(2), 121–132. Google Scholar logo with link to Google Scholar
Thornton, G. (1971). Looking for a better text? Canadian Modern Language Review, 27(3), 57–63. Google Scholar logo with link to Google Scholar
Tidwell, D., Heston, M., & Fitzgerald, L. (2009). Introduction. In D. Tidwell, M. Heston, & L. Fitzgerald (Eds.), Research methods for the self-study of practice (pp. xiii–xxii). Springer. Google Scholar logo with link to Google Scholar
UK Statutory Instruments. (1991). The Education (National Curriculum) (Modern Foreign Languages) Order 1991. [URL]
Van den Branden, K. (2009). Diffusion and implementation of innovations. In M. Long & C. Doughty (Eds.), The handbook of language teaching (pp. 659–672). Wiley Blackwell. Google Scholar logo with link to Google Scholar
(2016). The role of teachers in task-based language education. Annual Review of Applied Linguistics, 36, 164–181. Google Scholar logo with link to Google Scholar
(2022). Task-based language teaching as an innovation: A task for teachers. In M. J. Ahmadian & M. H. Long (Eds.), The Cambridge handbook of task-based language teaching (pp. 628–648). Cambridge University Press. Google Scholar logo with link to Google Scholar
Widdowson, H. G. (1992). Innovation in teacher development. Annual Review of Applied Linguistics, 13, 260–275. Google Scholar logo with link to Google Scholar
Zeichner, K. M. (1999). The new scholarship in teacher education. Educational Researcher, 28(9), 4–15. Google Scholar logo with link to Google Scholar
Zheng, X., & Borg, S. (2014). Task-based learning and teaching in China: Secondary school teachers’ beliefs and practices. Language Teaching Research, 18(2), 205–221. Google Scholar logo with link to Google Scholar
Mobile Menu Logo with link to supplementary files background Layer 1 prag Twitter_Logo_Blue