Book contents
- The Cambridge Handbook of Task-Based Language Teaching
- Cambridge Handbooks In Language And Linguistics
- The Cambridge Handbook of Task-Based Language Teaching
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Preface The Origins and Growth of Task-Based Language Teaching
- Part IThe Rationale for Task-Based Language Teaching
- Part IITasks and Needs Analysis
- Part IIIThe Task Syllabus and Materials
- Part IVMethodology and Pedagogy
- Part VTask-Based Language Teaching with School-Age Children
- Part VIThe Teacher in Task-Based Language Teaching
- 12Teacher Preparation and Support for Task-Based Language Teaching
- 12AConnecting Teacher Training to Task-Based Language Teaching Implementation
- 12BTraining for Tasks the Cooperative Way
- Part VIITask-Based Assessment and Program Evaluation
- Part VIIIResearch Needs and Future Prospects
- Index
- References
12 - Teacher Preparation and Support for Task-Based Language Teaching
from Part VI - The Teacher in Task-Based Language Teaching
Published online by Cambridge University Press: 19 November 2021
Book contents
- The Cambridge Handbook of Task-Based Language Teaching
- Cambridge Handbooks In Language And Linguistics
- The Cambridge Handbook of Task-Based Language Teaching
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Preface The Origins and Growth of Task-Based Language Teaching
- Part IThe Rationale for Task-Based Language Teaching
- Part IITasks and Needs Analysis
- Part IIIThe Task Syllabus and Materials
- Part IVMethodology and Pedagogy
- Part VTask-Based Language Teaching with School-Age Children
- Part VIThe Teacher in Task-Based Language Teaching
- 12Teacher Preparation and Support for Task-Based Language Teaching
- 12AConnecting Teacher Training to Task-Based Language Teaching Implementation
- 12BTraining for Tasks the Cooperative Way
- Part VIITask-Based Assessment and Program Evaluation
- Part VIIIResearch Needs and Future Prospects
- Index
- References
Summary
Teachers are a crucial variable in the success (or otherwise) of the task-based language teaching (TBLT) endeavor. However, teachers, whether beginners or more established, can often be cautious about TBLT because it challenges more traditional and familiar communicative approaches to language pedagogy – in particular in relation to the shift from teacher-led and grammar-focused to learner-centered and experiential. This chapter considers the teacher variable, and presents some of the ways in which teachers’ knowledge of and expertise in TBLT can be enhanced through teacher preparation and support initiatives, alongside some of the challenges that persist.
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- The Cambridge Handbook of Task-Based Language Teaching , pp. 447 - 462Publisher: Cambridge University PressPrint publication year: 2021
References
Further Reading
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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.Google Scholar
References
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