Andon, N. and Eckerth, J. (2009). Chacun à son goût? Task-based L2 pedagogy from the teacher’s point of view. International Journal of Applied Linguistics, 19(3), 286–310.CrossRefGoogle Scholar

Carless, D. (2009). Revisiting the TBLT versus P-P-P debate: Voices from Hong Kong. Asian Journal of English Language Teaching, 19, 49–66.Google Scholar

East, M. (2018). How do beginning teachers conceptualise and enact tasks in school foreign language classrooms? In Samuda, V., Bygate, M., and Van den Branden, K. eds. TBLT as a researched pedagogy. Amsterdam: John Benjamins, pp. 23–50.Google Scholar

East, M. (2017). “If it is all about tasks, will they learn anything?” Teachers’ perspectives on grammar instruction in the task-oriented classroom. In Ahmadian, M. J. and García Mayo, M. P., eds. Recent perspectives on task-based language learning and teaching. Berlin: De Gruyter Mouton, pp. 217–31.Google Scholar

Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221–46.Google Scholar

Erlam, R. (2016). ‘I’m still not sure what a task is’: Teachers designing language tasks. Language Teaching Research, 20(3), 279–99.CrossRefGoogle Scholar

Andon, N. and Eckerth, J. (2009). Chacun à son goût? Task-based L2 pedagogy from the teacher’s point of view. International Journal of Applied Linguistics, 19(3), 286–310.CrossRefGoogle Scholar

Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36, 81–109.Google Scholar

Borg, S. (2015). Teacher cognition and language education : Research and practice. London: Bloomsbury Academic.Google Scholar

Brandenberg, R. and Jones, M. (2017). Toward transformative reflective practice in teacher education. In Brandenberg, R., Glasswell, K., Jones, M., and Ryan, J., eds. Reflective theory and practice in teacher education. Singapore: Springer, pp. 259–73.Google Scholar

Bullock, K. and Muschamp, Y. (2004). Reflecting on pedagogy: Outcomes from a Beacon School Network. Teacher Development, 8(1), 29–44.Google Scholar

Cabaroglu, N. and Roberts, J. (2000). Development in student teachers’ pre-existing beliefs during a 1-year PGCE programme. System, 28, 387–402.Google Scholar

Calderhead, J. (1996). Teachers: Beliefs and knowledge. In Berliner, D. C. and Calfee, R. C., eds. Handbook of educational psychology. New York, NY: Macmillan, pp. 709–25.Google Scholar

Carless, D. (2003). Factors in the implementation of task-based teaching in primary schools. System, 31(485–500).Google Scholar

Carless, D. (2007). The suitability of task-based approaches for secondary schools: Perspectives from Hong Kong. System, 35(4), 595–608.Google Scholar

Chien, C.-W. (2013). Analysis of a language teacher’s journal of classroom practice as reflective practice. Reflective Practice: International and Multidisciplinary Perspectives, 14(1), 131–43.CrossRefGoogle Scholar

Clark, C. M. and Peterson, P. L. (1986). Teachers’ thought processes. In Wittrock, M. C., ed. Handbook of research on teaching. 3rd ed. New York: Macmillan, pp. 255–96.Google Scholar

Coe, R., Aloisi, C., Higgins, S., and Elliot Major, L. (2014). What makes great teaching? Review of the underpinning research. London: The Sutton Trust.Google Scholar

Davis, S. (2005). Developing reflective practice in pre-service student teachers: What does art have to do with it? Teacher Development, 9(1), 9–19.Google Scholar

East, M. (2014a). Encouraging innovation in a modern foreign language initial teacher education programme: What do beginning teachers make of task-based language teaching? The Language Learning Journal, 42(3), 261–74.CrossRefGoogle Scholar

East, M. (2014b). Mediating pedagogical innovation via reflective practice: A comparison of pre-service and in-service teachers’ experiences. Reflective Practice: International and Multidisciplinary Perspectives, 15(5), 686–99.CrossRefGoogle Scholar

East, M. (2017a). “If it is all about tasks, will they learn anything?” Teachers’ perspectives on grammar instruction in the task-oriented classroom. In Ahmadian, M. J. and García Mayo, M. P., eds. Recent perspectives on task-based language learning and teaching. Berlin, Germany: De Gruyter Mouton, pp. 217–31.Google Scholar

East, M. (2017b). Research into practice: The task-based approach to instructed second language acquisition. Language Teaching, 50(3), 412–24.CrossRefGoogle Scholar

East, M. (2018). How do beginning teachers conceptualise and enact tasks in school foreign language classrooms? In Samuda, V., Bygate, M., and Van den Branden, K., eds. TBLT as a researched pedagogy. Amsterdam: John Benjamins, pp. 23–50.Google Scholar

Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221–46.CrossRefGoogle Scholar

Erlam, R. (2016). ‘I’m still not sure what a task is’: Teachers designing language tasks. Language Teaching Research, 20(3), 279–99.Google Scholar

Hall, G. (2011). Exploring English language teaching: Language in action. New York: Routledge.Google Scholar

Hamilton, M. L. and Pinnegar, S. (2014). Self-study of teacher education practices as a pedagogy for teacher educator professional development. In Craig, C. and Orland-Barak, L., eds. International teacher education: Promising pedagogies (part A). Advances in research on teaching. Bradford: Emerald Publishing, pp. 137–52.Google Scholar

Killion, J. and Todnem, G. (1991). A process of personal theory building. Educational Leadership, 48(6), 14–16.Google Scholar

Larsen-Freeman, D. (2015). Research into practice: Grammar learning and teaching. Language Teaching, 48(2), 263–80.CrossRefGoogle Scholar

Lightbown, P. and Spada, N. (2013). How languages are learned. 4th ed. Oxford: Oxford University Press.Google Scholar

Long, M. (2000). Focus on form in task-based language teaching. In Lambert, R. D. and Shohamy, E., eds. Language policy and pedagogy: Essays in honor of A. Ronald Walton. Amsterdam: John Benjamins, pp. 179–92.Google Scholar

Long, M. (2016). In defense of tasks and TBLT: Nonissues and real issues. Annual Review of Applied Linguistics, 36, 5–33.Google Scholar

Mitchell, R., Myles, F. and Marsden, E. (2013). Second language learning theories. 3rd ed. New York and London: Routledge.Google Scholar

Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press.Google Scholar

Pajares, F. (1993). Teachers’ beliefs and educational research: Cleaning up a messy construct. Review of Educational Research, 62, 307–32.Google Scholar

Phipps, S. and Borg, S. (2007). Exploring the relationship between teachers’ beliefs and their classroom practice. The Teacher Trainer, 21(3), 17–19.Google Scholar

Richards, J. C. (2006). Communicative language teaching today. Cambridge: Cambridge University Press.Google Scholar

Richards, J. C., Ho, B., and Giblin, K. (1996). Learning how to teach in the RSA Certificate. In Freeman, D. and Richards, J. C., eds. Teacher learning in language teaching. Cambridge: Cambridge University Press.Google Scholar

Samuda, V. and Bygate, M. (2008). Tasks in second language learning. Basingstoke: Palgrave Macmillan.CrossRefGoogle Scholar

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. New York: Basic Books.Google Scholar

Skehan, P. (1996). A framework for the implementation of task-based instruction. Applied Linguistics, 17(1), 38–61.Google Scholar

Too, W. K. (2013). Facilitating the development of pre-service teachers as reflective learners: A Malaysian experience. The Language Learning Journal, 41(2), 161–74.Google Scholar

Van den Branden, K. (2009). Diffusion and implementation of innovations. In Long, M. and Doughty, C., eds. The handbook of language teaching. Oxford: Wiley-Blackwell, pp. 659–72.Google Scholar

Widdowson, H. G. (1993). Innovation in teacher development. Annual Review of Applied Linguistics, 13, 260–75.Google Scholar

Williams, R. and Grudnoff, L. (2011). Making sense of reflection: A comparison of beginning and experienced teachers’ perceptions of reflection for practice. Reflective Practice: International and Multidisciplinary Perspectives, 12(3), 281–91.Google Scholar

Willis, D. and Willis, J. (2007). Doing task-based teaching. Oxford: Oxford University Press.Google Scholar

Willis, J. (1996). A framework for task-based learning. Harlow: Longman Pearson Education.Google Scholar

Xiongyong, C. and Samuel, S. (2011). Perceptions and implementation of task-based language teaching among secondary school EFL teachers in China. International Journal of Business and Social Science, 2(24), 292–302.Google Scholar

Han, J. (2018). Task-based learning in task-based teaching: Training teachers of Chinese as a foreign language. The Annual Review of Applied Linguistics, 38, 162–86.Google Scholar

McDonough, K. and Chaikitmongkol, W. (2007). Teachers’ and learners’ reactions to a Task- Based EFL course in Thailand. TESOL Quarterly, 41(1), 107–32.Google Scholar

Ogilvie, G. and Dunn, W. (2010). Taking teacher education to task: Exploring the role of teacher education in promoting the utilization of task-based language teaching. Language Teaching Research, 14(2), 161–81.Google Scholar

Révész, A. and Gurzynski-Weiss, L. (2016). Teachers’ perspectives on second language task difficulty:Insights from think-alouds and eye tracking. Annual Review of Applied Linguistics, 36,182–204.Google Scholar

Stanton, S. and Fiszbein, A. (2019). Work in progress: English teaching and teachers in Latin America. The Inter-American Dialogue. Retrieved from: www.thedialogue.org/wp-content/uploads/2019/11/white-paper-2019-completo-final.pdfGoogle Scholar

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

AmericasBarometer (2016). The Latin American Public Opinion Project (LAPOP). Retrieved from www.vanderbilt.edu/lapop/ab2016.php.Google Scholar

Anderson, J. (2016). Initial teacher training courses and non-native speaker teachers. ELT Journal, 70(3), 261–74.Google Scholar

Brandl, K. (2016). Task-based instruction and teacher training. In Van Deusen-Scholl, N. and May, S., eds. Second and foreign language education. Encyclopedia of language and education. 3rd ed. Cham, Switzerland: Springer, pp. 1–14.Google Scholar

Bryfonski, L. (2021). From task-based training to task-based instruction: Novice language teachers’ experiences and perspectives. Language Teaching Research.Google Scholar

Carless, D. (2004). Issues in teachers’ reinterpretation of a task-based innovation. TESOL Quarterly, 38(4), 639–62.Google Scholar

Chan, S. P. (2012). Qualitative differences in novice teachers’ enactment of task-based language teaching in Hong Kong primary classrooms. In Shehadeh, A., Coombe, C. A., eds. Task-based language teaching in foreign language contexts: Research and implementation. Amsterdam: John Benjamins, pp. 187–214.Google Scholar

Erlam, R. (2016). “I’m still not sure what a task is”: Teachers designing language tasks. Language Teaching Research, 20(3), 279–99.Google Scholar

Euraque, D. (1999). Reinterpreting the banana republic: Region & state in Honduras, 1870-1972. Chapel Hill, NC: University of North Carolina Press.Google Scholar

International Crisis Group (2016). Easy Prey: Criminal Violence and Central American Migration. Brussels, International Crisis Group. Retrieved from www.crisisgroup.org/latin-america-caribbean/central-america/easy-prey-criminal-violence-and-central-american-migration.Google Scholar

Krashen, S. D. and Terrell, T. D. (1983). The Natural Approach: Language acquisition in the classroom. New York: Pergamon Press.Google Scholar

Long, M. H. (2015). Second language acquisition and task-based language teaching. 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

Mackey, A. and Gass, S. (2015). Second language research: Methodology and design. 2nd ed. New York: Routledge.Google Scholar

Müller-Hartmann, A. and Schocker-von Ditfurth, M. (2011). Introduction to English language teaching: Optimize your exam preparation. Stuttgart: Klett Lerntraining.Google Scholar

Müller-Hartmann, A. and Schocker, M. (2017). The challenge of thinking task-based teaching from the learners’ perspectives – Developing teaching competences through an action research approach to teacher education. In Ahmadia, M. J. and Pilar García Mayo, M., eds. Recent perspectives on task-based language learning and teaching. De Gruyter, pp. 233–58.Google Scholar

Ortega, L. (2015). Researching CLIL and TBLT interfaces. System, 54, 103–9.Google Scholar

Raderstorf, B., Wilson, C. J., Zechmeister, E. J., and Camilleri, M. J. (2017). Beneath the violence: How insecurity shapes daily life and emigration in Central America: A Report of the Latin American Public Opinion Project and the Inter-American Dialogue. Rule of Law Working Paper.Google Scholar

Samuda, V. (2001). Guiding relationships between form and meaning during task performance: The role of the teacher. In Bygate, M, Skehan, P., and Swain, M., eds. Researching pedagogic tasks: Second language learning, teaching and testing, London and New York: Routledge, pp. 119–40.Google Scholar

Shintani, N. (2018). Researching TBLT for young, beginner learners in Japan. In Samuda, V., Van den Branden, K. and Bygate, M., eds. TBLT as a researched pedagogy. Amsterdam: John Benjamins, pp. 200-12.Google Scholar

Soluri, J. (2005). Banana cultures: Agriculture, consumption, and environmental change in Honduras and the United States. Austin: University of Texas Press.Google Scholar

US Customs and Border Protection. (2016, October). United States Border Patrol Southwest Family Unit Subject and Unaccompanied Alien Children Apprehensions Fiscal Year 2016. Retrieved from www.cbp.gov/newsroom/stats/southwest-border-unaccompanied-children/fy-2016Google Scholar

US Department of State. (2016). Country Information: Honduras. Retrieved from https://travel.state.gov/content/passports/en/country/honduras.htmlGoogle Scholar

Van den Branden, K. (2006). Task-based language education: From theory to practice. Cambridge: Cambridge University PressGoogle Scholar

Warford, M. K. and Reeves, J. (2003). Falling into it: Novice TESOL teacher thinking. Teachers and Teaching, 9(1), 47–65.Google Scholar

Wiggins, G. and McTighe, J. (2005). Understanding by design. Upper Saddle River, NJ: Prentice Hall.Google Scholar

World Bank. (2017). Honduras: World Development Indicators. Retrieved from http://data.worldbank.org/country/hondurasGoogle Scholar

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.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.Google 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.Google Scholar

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

Clandfield, L. and Hadfield, J. (2017). Interaction Online: Creative activities for blended learning. Cambridge: Cambridge University Press.Google Scholar

Ellis, R. (2009). Task-based language teaching: sorting out the misunderstandings. International Journal of Applied Linguistics 19(3), 221–46.Google 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.Google 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.Google 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.Google 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.CrossRefGoogle Scholar

Long, M. H. (2020a). Optimal input for language learning: genuine, simplified, elaborated, or modified elaborated? Language Teaching, 53, 169–82.Google 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.Google 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.Google Scholar

Ur, P. (2012). A Course in English Language Teaching. Cambridge: Cambridge University PressGoogle 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.Google 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