Task-based language teaching (TBLT) is sometimes seen as the latest bandwagon to jump on. Everyone talks about tasks; everyone uses tasks in their classrooms. In fact, TBLT has been an influential approach to second and foreign language education, and evidence for the impact of tasks on language learning is growing. Long (2015, 2016) states that it is probably the strongest empirically supported teaching approach.
However, looking closer at the actual teaching in second or foreign language classrooms a different picture emerges. For many instructors, TBLT is still an innovative approach that deviates from more familiar form-focused teaching methods or the omni-present Presentation-Practice-Production (PPP) paradigm. It can be hard for instructors to incorporate tasks and TBLT principles in the development of their lesson materials (Erlam, 2016) and in their teaching practices (Vandommele, Van den Branden & Van Gorp, 2018)…
Month: September 2021
Call for Applications: Reading Proficiency Assessment Workshop at NIU (Deadline Extended!)
SEALC Reading Proficiency Assessment Workshop Northern Illinois University Extended Application Deadline: October 11, 2021 Workshop Dates: March 3-6, 2022 The Southeast Asian Language Council (SEALC) invites applications from Southeast Asian language instructors for a Reading …
Call for Proposals: Edited Volume on Language Program Vitality in the U.S. (Michigan State University)
Center for Language Teaching Advancement Michigan State University Submission Deadline: November 1, 2021 This book will document and address root causes of declining enrollments seen in language programs at U.S. institutions of higher education over …