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Volume 4, Issue 2
  • ISSN 2666-1748
  • E-ISSN: 2666-1756
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Abstract

Abstract

Task-based Language Teaching (TBLT), introduced in the early 1980s, has significantly matured through the integration of theories and research from instructed second language acquisition (ISLA) and educational practice, effectively addressing the growing need for efficient programs. Although many initial criticisms have been treated as non-issues using evidence from empirical research (Ellis, 2017; Long, 2016), program-wide adoption of TBLT is less widespread than might have been expected by now (Long & Ahmadian, 2022). The three areas that I see as needing improvement are (1) long-term collaboration with various stakeholders for different roles, (2) producing TBLT ambassadors through teacher education, and (3) documenting TBLT programs in action. This paper begins by reviewing different collaboration models for developing and maintaining TBLT curricula and sharing sample TBLT programs in action. I then present a sample case study demonstrating work with various stakeholders, particularly focusing on novice teachers, and fostering TBLT ambassadors. The paper concludes by suggesting six principles for developing and maintaining sustainable TBLT curricula at the programmatic level.

© 2024 John Benjamins Publishing Company
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2024-12-16
2025-01-20

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/content/journals/10.1075/task.00035.kim
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A journey of sustainable TBLT curricular development
task 4, 267 (2024); https://doi.org/10.1075/task.00035.kim
/content/journals/10.1075/task.00035.kim
/content/journals/10.1075/task.00035.kim
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