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A case study of one teacher's introduction to task-based language teaching: Insights for the development of a professional development programme.

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Bibliographic Details
Title:	A case study of one teacher's introduction to task-based language teaching: Insights for the development of a professional development programme.
Authors:	Ariatna¹ (AUTHOR), Ellis, Rod² (AUTHOR) roderick.ellis@curtin.edu.au
Source:	Language Teaching for Young Learners. 2021, Vol. 3 Issue 1, p137-158. 22p.
Subject Terms:	Teacher education, Action research in education, Second language acquisition, Observation (Educational method), Secondary education, Continuing education, Indonesians
Geographic Terms:	Indonesia
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. [ABSTRACT FROM AUTHOR]
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Database:	Education Research Complete

Description
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. [ABSTRACT FROM AUTHOR]
ISSN:	25892053
DOI:	10.1075/ltyl.00020.ell