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  • 17 - The Adoption of Task-Based Language Teaching in Diverse Contexts

  • from Part VIII - Research Needs and Future Prospects
  • 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 649-670

  • Summary

    This chapter charts the adoption of task-based language teaching (TBLT) in a growing range of educational contexts. In doing so it distinguishes TBLT research that happens to be situated in a growing range of contexts from research which is about the ways in which TBLT is understood and constituted in practice in diverse contexts. A further distinction is made between top-down research focused on uptake of TBLT in mandated education policy and bottom-up research focused on innovation at the classroom or program level. Research of the latter kind has proliferated in recent years and offers valuable insights into TBLT as a situated and dynamic pedagogy. In discussing in depth a selection of bottom-up studies, the chapter identifies L41:L45the challenges involved in expanding TBLT into new sectors of language education as well as issues such as teacher agency and the role of the first language that come to the fore when TBLT is implemented in programs of study.