This 11 week, 46-hour online tutored course is aimed at teachers, teacher-trainers, directors of studies and/or course designers who are interested in adopting task-based language teaching (TBLT) to deliver English as a second or foreign language. No prior experience of TBLT is needed but some grounding in the current theory and practice of English language teaching (ELT) will be useful. Please see the store page for more details.
In this first free session, Geoff Jordan explains the rationale behind adopting Task-Based Language Teaching in contrast to today’s dominant coursebook-driven methodology, which is based on a synthetic, structural syllabus. The main argument is that a meaning-focused approach like TBLT — with timely switches to focusing on form — is more suited to meeting learner’s needs, and fits better with what we know about how learners learn.
In this session Geoff takes a closer look at Long’s cognitive-interactionist theory of how we learn a second language. He takes a look at explicit versus implicit learning, input and noticing, maturational restraints and fragile features of the L2. This gives us the basis for Long’s version of TBLT.
In this session we’ll look at the definition of a task and examine a selection of views on how they should be used in language learning. We’ll then focus on Long’s TBLT, as well as other versions respectful of Long’s principles, with the aim of identifying the teaching and learning contexts best suited to each one.
Because we claim that Long’s version of TBLT is the optimum one, in this session we’re going to take a closer look at how it’s put together. In particular, we look at how the needs analysis is used to identify target tasks, and the process by which pedagogic tasks are derived from this.
In this session, we investigate the first stage in the process of writing a TBLT syllabus: the identification of target tasks via a thorough needs analysis (NA). We’ll look both at a full NA as advocated by Mike Long, and a version for more restricted circumstances.
In this session we’ll break down how Long’s TBLT deals with the creation of representative target task models. We look at three case studies presenting various degrees of difficulty for the teacher or team carrying out the analysis.
For this session, there is no particular reading and no assessed output task. This is your chance to review the course so far, consider what is coming, and pick the brains of Mike Long. Mike will also tell us more about designing and sequencing pedagogic tasks.
With target tasks identified, broken down and analysed for discourse, we move on to the next step: sequencing these tasks into a syllabus. Although this is perhaps the most challenging aspect of Long’s TBLT, we look at recent research that provides some clear principles for deriving and sequencing pedagogic tasks.
In this session we’ll look at some guiding principles for the creation of materials to support pedagogic tasks in the classroom. We’ll study the difference between simplified, authentic and elaborated materials, and show how classroom tasks can be developed for various levels and needs. We’ll also look at the issue of constructing a bank to house and share TBLT materials.
In Long’s TBLT, what takes place in the classroom is guided by principles rather than prescribed. Here we give you an overview of those principles, including their theoretical underpinnings as well as examples of how they can be applied in the classroom.
This session will take a closer look at Long’s key methodological principle, to focus on form in meaning-based activities. We’ll ask how we can judge whether to intervene or not, to what extent this type of momentary language focus should be implicit or explicit, and on what occasions we might be justified in extending it.
In this final session, we’ll break down how learning on a task-based course is tested, using criterion-referenced, performance-based assessments. We’ll also look at how the whole programme can be evaluated and improved upon for later iterations of the course.