Tag Archives: TBLT

Task-based language teaching and English for Academic Purposes: Challenges and effectiveness


Written by - Md. Morshedul Alam, Bangladesh

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This paper deals with the implementation of the Task-based Language Teaching (TBLT) method to develop English competency in the English for Academic Purposes (EAP) course at Carleton University, Ottawa, Canada. Students from non-English-speaking backgrounds commonly enroll in EAP programs, which are intended to satisfy postsecondary English language proficiency requirements, as a means of pursuing higher education. TBLT has been growing in momentum in Canada, New Zealand, Hong Kong, India, and Vietnam since the 1980s as part of the communicative agenda and has drawn the attention of the educators, curriculum designers, policy makers, SLA researchers, and textbook writers. The method of TBLT is essentially a learner-centered and experiential pedagogical approach, which stands in contrast to more traditional approaches to language pedagogy like presentation,  Continue Reading →

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EAP
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Let’s go to Tim Horton’s: A sample of a task


Written by - Amer Ahmed and Iryna Lenchuk, Dhofar University, The Sultanate of Oman

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The goal of this paper is to discuss the concept of a task as a pedagogical activity used in the second language (L2) classroom for the purpose of developing the communicative competence of L2 learners. The term task has been widely used in the field of applied linguistics (see e.g., Bygate, Skehan & Swain, 2001; Lightbown & Spada, 2010; Long, 2014; Nunan, 2004; Willis & Willis, 2007). The Canadian Language Benchmarks (CLBs), a document that represents a Canadian language standard for teaching and assessment of English as a Second Language (ESL) in Canada, lists task-based instruction as one of its guiding principles (Center for Canadian Language Benchmarks (CCLB), 2012, p. IX). In addition, Portfolio-Based Language Assessment (PBLA), a new type of assessment recently introduced in federally and provincially funded ESL classes in Canada,  Continue Reading →

Categories:
Speaking, Teaching, Theory, Writing
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Implementing Task-Based Language Teaching in Belgium: Lessons for Canada?


Written by - Yuliya Desyatova, University of Toronto

Desyatova-TBLT

Abstract1

Implementing Task-Based Language Teaching (TBLT) has been central to numerous policy initiatives around the world in the last few decades. The Belgian experience of TBLT implementation has been the focus of intensive empirical research, which makes it of particular interest to policy-makers and practitioners in other countries. Implementation of Portfolio-Based Language Assessment (PBLA) in adult language learning programs in Canada assumes TBLT to be the dominant teaching approach, even though empirical research on TBLT manifestation in the context is limited. Considering the paucity of accounts on TBLT presence in adult language classrooms in Canada, and the increased demand for TBLT spearheaded by PBLA, this summary of Belgian studies can aid in identifying both promising and challenging aspects of TBLT implementation at various levels: individual teachers and learners,  Continue Reading →

Categories:
Assessment, Teaching
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