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Taking communication to task once more – a further decade on.

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Title: Taking communication to task once more – a further decade on.
Authors: East, Martin1 (AUTHOR) m.east@auckland.ac.nz
Source: Language Learning Journal. Feb2025, Vol. 53 Issue 1, p71-83. 13p.
Subject Terms: *Language acquisition, *Conversation method (Language teaching), *Language & languages
Abstract: Task-based language teaching (TBLT) emerged in the 1980s as a learner-centred and experiential alternative to more established and teacher-led approaches to acquiring an additional language (L2). Two decades ago, a paper published in The Language Learning Journal discussed the advantages and drawbacks of TBLT that had become apparent since its early days (Klapper 2003: Taking communication to task? A critical review of recent trends in language teaching. The Language Learning Journal 27: 33–42). A subsequent paper, one decade later, picked up where Klapper had left things (East 2015: Taking communication to task – again: what difference does a decade make? The Language Learning Journal 43, no. 1: 6–19). The present paper provides another important milestone at which to evaluate TBLT. Importantly, the decade in question (2013–2022) has witnessed a substantial expansion in interest in task-based learning. The paper begins with a brief overview of TBLT and its historical roots. It follows with a focus on four selected directions of interest that have become more apparent during this past decade: (1) teaching less commonly taught languages; (2) teaching indigenous languages; (3) technology; and (4) translanguaging. The paper concludes by considering TBLT's potential to transform societies and matters that remain unresolved. [ABSTRACT FROM AUTHOR]
Copyright of Language Learning Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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  Data: Taking communication to task once more – a further decade on.
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  Data: Task-based language teaching (TBLT) emerged in the 1980s as a learner-centred and experiential alternative to more established and teacher-led approaches to acquiring an additional language (L2). Two decades ago, a paper published in The Language Learning Journal discussed the advantages and drawbacks of TBLT that had become apparent since its early days (Klapper 2003: Taking communication to task? A critical review of recent trends in language teaching. The Language Learning Journal 27: 33–42). A subsequent paper, one decade later, picked up where Klapper had left things (East 2015: Taking communication to task – again: what difference does a decade make? The Language Learning Journal 43, no. 1: 6–19). The present paper provides another important milestone at which to evaluate TBLT. Importantly, the decade in question (2013–2022) has witnessed a substantial expansion in interest in task-based learning. The paper begins with a brief overview of TBLT and its historical roots. It follows with a focus on four selected directions of interest that have become more apparent during this past decade: (1) teaching less commonly taught languages; (2) teaching indigenous languages; (3) technology; and (4) translanguaging. The paper concludes by considering TBLT's potential to transform societies and matters that remain unresolved. [ABSTRACT FROM AUTHOR]
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  Data: <i>Copyright of Language Learning Journal is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
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      – SubjectFull: Conversation method (Language teaching)
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