This blended, 11 week, 46-hour 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. It will also be relevant to teachers of other languages who are interested in this approach. No prior experience of TBLT is needed but some grounding in the current theory and practice of English language teaching (ELT) will be useful.
Our premise is that the established, coursebook-driven approach to teaching English, both in private and public sector ELT around the world, simply isn’t working. We set out to make the case why, and to argue that TBLT—which is aimed at learners’ specific needs and respects what we know about language learning—should take its place.
To do this, we will argue that Mike Long’s version of TBLT is the optimum version. We’ll take you through its implementation from needs analysis through syllabus and material design to classroom delivery. At the same time, however, we acknowledge that Long’s TBLT is a resource-heavy model which is not easily applied in more restricted circumstances. We will therefore be exploring, in parallel, lighter versions of TBLT that could be adopted by smaller schools or individual teachers working with groups with specific needs.
Overall, the course aims are to:
- introduce the theory behind Task-Based Language Teaching (TBLT)
- make the case for Long’s TBLT as the optimum version, informed both by research and classroom experience
- develop lighter versions of this model for adoption in more restricted circumstances
- take you through the steps of designing a TBLT syllabus, from needs analysis to task design and sequencing
- present a robust model for implementing and evaluating TBLT in the classroom
You can begin the course now by working through Session 1, Why TBLT, which is our free taster. This will also give you a feel for the course structure. If you then sign up for the course, sessions (see the Course page for the full list) will run week-to-week from March 1st, 2019. Each session (from session 2 onwards) will include:
- Carefully selected background reading
- A short (25-30 min) video presentation from the session tutor
- Interactive exercises to explore key concepts
- A forum discussion topic to explore with your tutor and fellow course participants
- A 1-hour group videoconference with your tutor
- An assessed task (e.g. short essay, presentation, task analysis etc.)
We estimate that the time needed to work through each session will be around 4 hours, including background reading and assessment. Session 1 should take around 2 hours as there is no forum discussion, tutorial or output task in this case.
Course material, required reading & suggested reading
There is only one required text:
- Long, Mike. (2015). Second Language Acquisition and Task-based Language Teaching. Chichester: Wiley-Blackwell.
Aside from that, course material will be provided on a session-by-session basis. We also recommend these websites for further reading and exploration:
The following books and articles are also relevant as a general introduction to TBLT, although not all of these writers agree with each other (see Long’s critique of the approach of the Willises, for example, in Long (2015), pp. 210-212).
- Long, M. H., Lee, J., & Hillman, K. (in press). Task-based language learning. In: Malovrh, P., & Benati, A. (eds.), Cambridge handbook of language learning. Cambridge: Cambridge University Press.*
- Nunan, David (2004). Task-Based Language Teaching.Cambridge: Cambridge University Press.
- Skehan, Peter (2003). Task-based instruction. Language Teaching 36, 1-14.
- Willis, Jane (1996). A Framework for Task-based Learning. Longman.
- Willis, Jane and David Willis (2007). Doing Task-based Teaching. Oxford: Oxford University Press.
*A pre-press copy of this will be provided to participants when they sign up.
For more information
Please contact us via the form below if you have any questions about this course.