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Volume 3, Issue 1
  • ISSN 2589-2053
  • E-ISSN: 2589-207x
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Abstract

Abstract

This article reports a practitioner research study where one of the authors worked with an Indonesian secondary school teacher to help her introduce task-based language teaching into her own classroom. We report a study involving classroom observation, interviews, and a reflective journal and show that the teacher was able to develop a good understanding of TBLT principles, construct well-structured lessons around tasks, and, in the main, to implement TBLT effectively. We also found that there was also a generally positive response to TBLT from the students and pre- and post- tests provided evidence of language learning. However, we also observed that while the teacher was able to adopt the role of facilitator, she still sometimes continued to behave as a traditional instructor, dominating the interactions through display questions and nominating students. We conducted this case study as part of our work as teacher educators and conclude with a list of the insights we gained can inform professional development programmes for TBLT in Indonesia.

© John Benjamins Publishing Company
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/content/journals/10.1075/ltyl.00020.ell
2021-04-16
2025-04-26

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/content/journals/10.1075/ltyl.00020.ell
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A case study of one teacher’s introduction to task-based language teaching
Language Teaching for Young Learners 3, 137 (2021); https://doi.org/10.1075/ltyl.00020.ell
/content/journals/10.1075/ltyl.00020.ell
/content/journals/10.1075/ltyl.00020.ell
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  • Article Type: Research Article
Keyword(s): a teacher’s first steps with TBLT; challenges facing teachers; insights for teacher preparation programmes; onsite coaching; task-based language teaching

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