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16 - Task-Based Language Teaching as an Innovation

A Task for Teachers

from Part VIII - Research Needs and Future Prospects

Published online by Cambridge University Press:  19 November 2021

By
Kris Van den Branden
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 approaches the implementation of task-based language teaching (TBLT) in the second language classroom as a task for teachers. As the available research into change management and educational innovation indicates, there are many factors that potentially impact on teachers’ willingness and competence to put TBLT principles to practice. Studies into the implementation of TBLT suggest that, amongst others, teachers need to be granted autonomy to give personal meaning to TBLT and link it to their local context. In addition, they need time, sustained and system-wide assistance (from policy-makers, coursebook developers and teacher educators), and the support of their colleagues and principals to make their use of tasks truly rewarding for themselves and for their students’ language development.

Keywords

Innovationimplementationteacherclassroom practice
Type
Chapter
Information
The Cambridge Handbook of Task-Based Language Teaching , pp. 628 - 648
Publisher: Cambridge University Press
Print publication year: 2021

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References

Further Reading

Carless, D. (2013). Innovation in language teaching. In Chapelle, C. A, ed. The Encyclopedia of Applied Linguistics. Oxford: John Wiley and Sons.Google Scholar
East, M. (2012). Task-based language teaching from the teachers’ perspective. Amsterdam:John Benjamins Publishing.CrossRefGoogle Scholar
Hyland, K. and Wong, L. (2013). Innovation and change in English language education. New York: Routledge.Google 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 the teacher in task-based language teaching. Annual Review of Applied Linguistics, 36, 164–81.Google Scholar

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