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17 - The Adoption of Task-Based Language Teaching in Diverse Contexts

Challenges and Opportunities

from Part VIII - Research Needs and Future Prospects

Published online by Cambridge University Press:  19 November 2021

By
Jonathan Newton
Edited by
Mohammad Javad Ahmadian  and
Michael H. Long
Mohammad Javad Ahmadian
Affiliation:
University of Leeds
Michael H. Long
Affiliation:
University of Maryland, College Park
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Summary

This chapter charts the adoption of task-based language teaching (TBLT) in a growing range of educational contexts. In doing so it distinguishes TBLT research that happens to be situated in a growing range of contexts from research which is about the ways in which TBLT is understood and constituted in practice in diverse contexts. A further distinction is made between top-down research focused on uptake of TBLT in mandated education policy and bottom-up research focused on innovation at the classroom or program level. Research of the latter kind has proliferated in recent years and offers valuable insights into TBLT as a situated and dynamic pedagogy. In discussing in depth a selection of bottom-up studies, the chapter identifies L41:L45the challenges involved in expanding TBLT into new sectors of language education as well as issues such as teacher agency and the role of the first language that come to the fore when TBLT is implemented in programs of study.

Keywords

TBLT in contextimplementation of TBLTTBLT as researched pedagogy
Type
Chapter
Information
The Cambridge Handbook of Task-Based Language Teaching , pp. 649 - 670
Publisher: Cambridge University Press
Print publication year: 2021

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References

Further Reading

Ahmadian, M. and Mayo, M. d. P. G. (2017). Recent perspectives on task-based language learning and teaching. Vol. 27. Berlin: Walter de Gruyter.CrossRefGoogle Scholar
Long, M. H. (2015). Second language acquisition and task-based language teaching. Hoboken, NJ: John Wiley and Sons.Google Scholar
Newton, J. and Bui, T. (2020). Low-proficiency learners and task-based language teaching. In Lambert, C. P. and Oliver, R. eds. Using tasks in second language teaching: Practice in diverse contexts. Bristol: Multilingual Matters, pp. 28–40.Google Scholar
Samuda, V., Van der Branden, K., and Bygate, M., eds. (2018). TBLT as a researched pedagogy. Amsterdam: John Benjamins.CrossRefGoogle Scholar
Seals, C. A., Newton, J., Ash, M., and Nguyen, T. B. T. (2020). Translanguaging and TBLT: Cross-overs and challenges. In Tian, Z., Aghai, L., Sayer, P., and Schissel, J., eds. Envisioning TESOL through a translanguaging Lens – Global perspectives. New York: Springer, pp. 275–92.Google Scholar

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