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  • 12 - Teacher Preparation and Support for Task-Based Language Teaching

  • from Part VI - The Teacher in Task-Based Language Teaching
  • Edited by Mohammad Javad Ahmadian, University of Leeds, Michael H. Long, University of Maryland, College Park
  • Book:
    The Cambridge Handbook of Task-Based Language Teaching
    Published online:
    19 November 2021
    Print publication:
    09 December 2021, pp 447-462

  • Summary

    Teachers are a crucial variable in the success (or otherwise) of the task-based language teaching (TBLT) endeavor. However, teachers, whether beginners or more established, can often be cautious about TBLT because it challenges more traditional and familiar communicative approaches to language pedagogy – in particular in relation to the shift from teacher-led and grammar-focused to learner-centered and experiential. This chapter considers the teacher variable, and presents some of the ways in which teachers’ knowledge of and expertise in TBLT can be enhanced through teacher preparation and support initiatives, alongside some of the challenges that persist.