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12B - Training for Tasks the Cooperative Way

An Online Tutored Task-Based Language Teaching Course for Teachers, Managers and Course Designers

from Part VI - The Teacher in Task-Based Language Teaching

Published online by Cambridge University Press:  19 November 2021

By
Neil McMillan  and
Geoff Jordan
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 case study discusses an online second language teacher education course, designed for teachers, teacher educators, directors of studies and course designers, created and run by the authors, who are both members of a language services cooperative in Barcelona. Information about the cooperative is given, and the events leading to the start of the project are described. Having outlined Long’s (2015) approach to task-based language teaching (TBLT), which serves as the model for the course, we describe the course itself, and the components of its twelve sessions. We go on to explain how we wrote the course and how, once complete, it was marketed. The First implementation of the course is then described, including details of the participants’ working roles; their highest qualifications; their engagement with course activities; the completion rates; and feedback. We then explain how the second implementation reflected changes we made to the course as a result of our reflections and feedback. Finally, we discuss the strengths and weaknesses of the course, paying particular attention to loop input (Woodward, 2003) and to the principle of faithfully reflecting TBLT processes so that the course practices what it preaches.

Keywords

Teacher educationteacher professional developmenttask-based language teachingneeds analysistarget tasksloop inputSPOCs.
Type
Chapter
Information
The Cambridge Handbook of Task-Based Language Teaching , pp. 478 - 493
Publisher: Cambridge University Press
Print publication year: 2021

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References

Further Reading

Freeman, D. and Johnson, K. (1998) Reconceptualizing the knowledge-base of language teacher education. TESOL Quarterly, 32(3), 397–417.Google Scholar
Long, M.H. (2016). In defense of tasks and TBLT: Nonissues and real issues. Annual Review of Applied Linguistics, 36, 5–33.CrossRefGoogle Scholar
Solares-Altamirano, M. E. (2010). Promoting teacher professional development through online task-based instruction. International Journal of Virtual and Personal Learning Environments (IJVPLE), 1(4), 52–65.CrossRefGoogle Scholar
Skehan, P. (2003). Task-based instruction. Language Teaching, 36(1), pp. 1–14.CrossRefGoogle Scholar
Van den Branden, K. (2006). Training teachers: Task-based as well? In Van den Branden, K., ed. Task-based language education. From theory to practice. Cambridge: Cambridge University Press, pp. 217–48.CrossRefGoogle Scholar
Van den Branden, K. (2016). The role of teachers in task-based language education. Annual Review of Applied Linguistics, 36, 164–81.CrossRefGoogle Scholar

References

Clandfield, L. and Hadfield, J. (2017). Interaction Online: Creative activities for blended learning. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Ellis, R. (2009). Task-based language teaching: sorting out the misunderstandings. International Journal of Applied Linguistics 19(3), 221–46.CrossRefGoogle Scholar
Farrell, T. (2018). Operationalizing Reflective Practice in Second Language Teacher Education. Journal of Second Language Teacher Education, 1(1) pp. 1–20.Google Scholar
Fox, A. (2013). From MOOCs to SPOCs. Commun. ACM, 56(12), 38–40.CrossRefGoogle Scholar
FUNDAE (2020). Website of the Fundación Estatal para la Formación en el Empleo (State Foundation for Employment Training). www.fundae.es.Google Scholar
Gilabert, R. (2005). Evaluating the use of multiple sources and methods in needs analysis:A case study of journalists in the Autonomous Community of Catalonia (Spain). InLong, M., ed. Second language needs analysis. Cambridge: Cambridge University Press, pp. 182–99.Google Scholar
González-Lloret, M. and Ortega, L. (2014), eds. Technology-mediated TBLT: Researching technology and tasks. Amsterdam: John Benjamins.Google Scholar
Jordan, K. (2015). Massive open online course completion rates revisited: Assessment, length and attrition. International Review of Research in Open and Distributed Learning, 16(3),341–58.CrossRefGoogle Scholar
Harmer, J. (2015) The practice of English language teaching. London: Pearson.Google Scholar
Long, M. H. and Crookes, G. (1992). Three approaches to task‐based syllabus design. TESOL quarterly, 26(1),27–56.CrossRefGoogle Scholar
Long, M. H. (2015). Second language acquisition and task-based language teaching. Malden: John Wiley & Sons.Google Scholar
Long, M. H. (2016). In defense of tasks and TBLT: Nonissues and real issues. Annual Review of Applied Linguistics, 36, 5–33.Google Scholar
Long, M. H. (2020a). Optimal input for language learning: genuine, simplified, elaborated, or modified elaborated? Language Teaching, 53, 169–82.CrossRefGoogle Scholar
Long, M. H. (2020b). The L in TBLT: Analyzing target discourse. The Cambridge handbook for task-based language teaching. Cambridge: Cambridge University Press.Google Scholar
Mental Health Catalonia (2020). Website. www.salutmental.org.Google Scholar
Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Serafini, E. J., Lake, J. B., and Long, M. H. (2015). Needs analysis for specialized learner populations: Essential methodological improvements. English for Specific Purposes, 40, 11–26.Google Scholar
Skehan, P. (2002). A non-marginal role for tasks. English Language Teaching Journal 56(3), 289–95.Google Scholar
SLB (2020a). The TBLT Course, March 2019. Retrieved from: https://learn.slb.coop/course/how-to-implement-task-based-language-teaching-tblt/.)Google Scholar
SLB (2020b). Session 1 of the TBLT course. Retrieved from: https://learn.slb.coop/lesson/1-why-tblt/.Google Scholar
SLB(2020c). TBLT Course, November 2019. Retrieved from: https://learn.slb.coop/course/tblt-from-theory-to-practice-nov2019/.Google Scholar
Solares-Altamirano, M. E. (2010). Promoting teacher professional development through online task-based instruction. International Journal of Virtual and Personal Learning Environments (IJVPLE), 1(4),52–65.CrossRefGoogle Scholar
Ur, P. (2012). A Course in English Language Teaching. Cambridge: Cambridge University PressCrossRefGoogle Scholar
Van den Branden, K. (2006). Training teachers: Task-based as well?. In Van den Branden, K., ed. Task-based language education. From theory to practice. Cambridge: Cambridge University Press, pp. 217–48.Google Scholar
Van den Branden, K. (2016). The role of teachers in task-based language education. Annual Review of Applied Linguistics, 36, 164–81.CrossRefGoogle Scholar
Wilkins, D. A. (1976). Notional syllabuses. Oxford: Oxford University Press.Google Scholar
Willis, D. and Willis, J. (2009). Task-based language teaching. The Language Teacher. 33(3), 3–4.Google Scholar
Woodward, T. (2003) Loop Input. English Language Teaching Journal, 57(3), 301–4.Google Scholar
Zero Gravity (2020). Website of Sense Gravetat network of community workshops. https://redsingravedad.org/ca/.Google Scholar

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