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12A - Connecting Teacher Training to Task-Based Language Teaching Implementation

A Case Study of Preservice Teachers in Honduran Bilingual Schools

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

Published online by Cambridge University Press:  19 November 2021

By
Lara Bryfonski
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 describes the implementation of a task-based teacher training program for novice English teachers at a network of bilingual schools in Honduras. Teachers’ experiences in the training and implementation of teacher-designed TBLT lessons were examined through written reflections, interviews and video-recorded classroom observations. Findings demonstrated variability in TBLT implementation that was connected with teachers’ training experiences. Teachers highlighted the utility of the student-centered, task-based nature of the training but took issue with the lack of concrete resources provided. The findings have implications for language teachers, teacher trainers, and administrators in similar language programs worldwide.

Keywords

Task-based Teacher TrainingEnglish as a Foreign Language (EFL)Bilingual SchoolsLatin AmericaHondurasTeacher BeliefsPre-Service Teachers
Type
Chapter
Information
The Cambridge Handbook of Task-Based Language Teaching , pp. 463 - 477
Publisher: Cambridge University Press
Print publication year: 2021

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References

Further Reading

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Van den Branden, K. (2016). The role of teachers in task-based language education. Annual Review of Applied Linguistics, 36, 164–81.CrossRefGoogle Scholar

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