In:Task-Based Approaches to Teaching Additional Languages in Primary School
Veronika Timpe-Laughlin and Yuko Goto Butler
[Task-Based Language Teaching 19] 2026
► pp. 143–162
Chapter 9From captain to explorer
The different roles of the teacher in TBLT
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Article outline
- Teachers’ changing roles: From knowledge providers to navigators and facilitators
- Teachers’ roles in TBLT
- Before task implementation: Teachers as planners
- During task implementation: Teachers as organizers, partners, supporters, motivators, and assessor
- After task implementation: Assessor and self-reflector
- TBLT research on/about teachers and with/by teachers
- Studies concerning teachers’ perceptions and teachers’ roles in classrooms
- Action research
- Professional development for teachers
- Example 1: Using a task to assist teachers in developing the quality of teacher-talk
- Example 2: Micro-teaching and action research: Focusing on practical problems
- Example 3: School-based professional development
- Concluding remarks
- Additional readings
- Preparing for teaching and learning
Note
