Tinkering with tasks knows no bounds: ESL Teachers’ Adaptations of Task-Based Language-Teaching
AbstractResearch on implementing task-based language-teaching (TBLT) shows that adapting TBLT in ways that are inconsistent with its principles is common among nonnative-speaker English-as-a-foreign-language teachers. Our study of Canadian native-speaker English-as-a-second language teachers reveals how they also adapt TBLT in ways that are incongruent with its theoretical underpinnings, turning it into Presentation-Practice-Production. We thus question speaker identity as an indicator of a teacher’s propensity to adapt TBLT and call for professional development on the effective practice of TBLT for all English-language teachers regardless of their speaker identities.
How to Cite
Plews, J., & Zhao, K. (2010). Tinkering with tasks knows no bounds: ESL Teachers’ Adaptations of Task-Based Language-Teaching. TESL Canada Journal, 28(1), 41. https://doi.org/10.18806/tesl.v28i1.1059