Task-Based Language Learning and Teaching With Technology

Transformative learning has been widely used in the field of adult education for over twenty years, but until recently has received little attention in the field of world languages. Drawing on best practices and the research of distinguished international world language experts, this volume provides theoretical and classroom-tested models of transformative education in world languages at major university, state and governmental programs. Chapters outline theoretical frameworks and detail successful models from cutting-edge programs in a wide range of languages, with plenty of examples included to make the theory accessible to readers not yet familiar with the concepts. Classroom teachers, program administrators and faculty developers at every level of instruction will find support for their courses. With its innovative approach to the teaching and learning of languages, this volume is a seminal text in transformative language learning that will stimulate discussions and innovation in t

Over the last decade, task-based approaches to language learning and teaching (TBLT) have become a major focus of research in Asia in order to create curricula with authentic and meaningful engagement

Task-based language teaching is an approach which differs from traditional approaches by emphasising the importance of engaging learners' natural abilities for acquiring language incidentally through the performance of tasks that draw learners' attention to form. Drawing on the multiple perspectives and expertise of five leading authorities in the field, this book provides a comprehensive and balanced account of task-based language teaching (TBLT). Split into five sections, the book provides an historical account of the development of TBLT and introduces the key issues facing the area. A number of different theoretical perspectives that have informed TBLT are presented, followed by a discussion on key pedagogic aspects - syllabus design, methodology of a task-based lesson, and task-based assessment. The final sections consider the research that has investigated the effectiveness of TBLT, addresses critiques and suggest directions for future research. Task-based language teaching is now

Although usage-based approaches have been successfully applied to the study of both first and second language acquisition, to monolingual and bilingual development, and to naturalistic and instructed

This book discusses whether task-based language teaching is appropriate for all learners in all instructional contexts. Chapters cover both research and pedagogy and draw on the author's experience of

This book investigates how problem-based learning can be implemented in language classes and how it can bring about a change in language learners' understanding of the foreign language. Based on empir

What does it mean to be an effective literacy coach? Former teacher and veteran literacy coach Stephanie Affinito shares a core set of beliefs about literacy coaching and how it can transform teacher

If teacher education, as a field of study, is to contribute to the revitalization, re-moralization and re-politicization of Education, this book argues that it needs to be alert to questions of teache