Interpretations of Task-Based Language Teaching following an Inset Course: A Case Study
In 2010, a new curricular reform of English as a foreign language, based on the Common European Framework of Reference for Languages (CEFR) and the Communicative Language Teaching Approach, was established in Ecuador. Task-based language teaching, which aligned with previous approaches, can be applied to reach the new curricular objectives. In this regard, between 2011 and 2012, a number of public high school English teachers in Cuenca attended a one-year in-service training program (INSET). This program was based on the use of communicative strategies and the task-based language teaching (TBLT) approach for teaching English as a foreign language. The main objective of this qualitative research study, conducted from 2014 to 2015, was to determine whether the participants applied communicative strategies within TBLT after the training program. Classroom observations and semi-structured interviews were administered to twelve out of the twenty-three participants. Although the results of the study showed an increase in the use of communicative strategies by the participants after the training program, only a small number of teachers used the TBLT approach appropriately. Others employed the presentation-practice-production (PPP) approach. Nevertheless, some teachers who used PPP perceived that they were, actually, using the TBLT approach.
Keywords: Teacher training; English teachers; communicative strategies; Task-Based Language Teaching
Bastone, R. (2016). Rethinking TBLT in context: The negotiation of form. Language Learning Journal, 44(4), 506-518. doi:10.1080/09571736.2016.1227221
Bygate, M. (2016). Sources, developments and directions of task-based language teaching. Language Learning Journal, 44(4), 381-400. doi:10.1080/09571736.2015.1039566
Calle, A. M., Argudo, J., Cabrera, P., Calle, M. D., & León, M. V. (2015). El impacto de la capacitación a profesores de inglés de Cuenca. Maskana, 6(1), 53-67.
Calle, A. M., Calle, S., Argudo, J., Moscoso, E., Smith, A., & Cabrera, P. (2012). Los profesores de inglés y su práctica docente: un estudio de caso de los colegios fiscales de la ciudad de Cuenca, Ecuador. Maskana, 3(2), 1-17.
Carless, D. (2009). Revisiting the TBLT vs P-P-P debate: Voices from Hong-Kong. Asian Journal of English Language Teaching, 19, 49-66. Retrieved from: http://citeseerx.ist.psu.edu/viewdoc/download?doi=10.1.1.707.9280&rep=rep1&type=pdf
Cross, R. (2011). Monolingual curriculum frameworks, multilingual literacy development: ESL teachers’ beliefs. Australian Journal of Language and Literacy, 44(2), 166–180
Dörnyei, Z. (2007). Research methods in applied linguistics. Oxford: Oxford University Press.
Ellis, R. (2009). Task-based language teaching: Sorting out the misunderstandings. International Journal of Applied Linguistics, 19(3), 221-246. doi:10.1111/j.1473-4192.2009.00231.x
Friedman, D. A. (2012). How to collect and analyze qualitative data. In A. Mackey, & S. M. Gass, Research methods in second language acquisition (p. 180-200). Malden, MA: Wiley-Blackwell.
Jeon, I & Hahn, J. (2006). Exploring EFL Teachers’ Perceptions of Task-Based Language Teaching: A Case Study of Korean Secondary School Classroom practice. The Asian EFL Journal. 8(2). Retrieved from http://asian-efl-journal.com/1136/quarterly-journal/2006/03/exploring-efl-teachers-perceptions-of-task-based-language-teaching-a-case-study-of-korean-secondary-school-classroom-practice/
Lamb, M. (1995). The consequences of INSET. ELT Journal, 49(1), 72-80.
Mackey, A. & Gass, S. (2005). Second language research. Methodology and design. Mahwah, New Jersey, USA: Lawrence Erlbaum Associates, Inc., Publishers.
Ministerio de Educación (2014). National curriculum guidelines. Retrieved from https://educacion.gob.ec/wp-content/uploads/downloads/2014/09/01-National-Curriculum-Guidelines-EFL-Agosto-2014.pdf
Orafi, S.M.S., & Borg, S. (2009). Intention and realities in implementing communicative curriculum reform. System, 37, 243-253.
Richards, J. C. (2006). Communicative language teaching today. New York: Cambridge University Press.
Skehan, P. (2003). Task-based instruction. Language Teaching, 36(1), 1-14. doi:10.1017/S026144480200188X
Van den Branden, K. (2006). Task-based language education: From theory to practice. Cambridge: Cambridge University Press.
Van den Branden, K. (2016). The role of teachers in task-based language education. Annual Review of Applied Linguistics 36, 164-181 doi: 10.1017/S0267190515000070
Yan, C., & He, C. (2012). Bridging the implementation gap: An ethnographic study of English teachers' implementation of the curriculum reform in China. Ethnography and Education, 7(1), 1-19. doi:10.1080/17457823.2012.661585
Zheng, X., & Borg, S. (2014). Task-based learning and teaching in China: Secondary school teachers´ beliefs and practices. Language Teaching Research, 18(2), 205-221. doi: 10.1177/1362168813505941
Pontifical Catholic University of Ecuador, Esmeraldas Campus.
The scientific journals which signed the agreements from the Encounters of Latin-American Journals are authorized to reproduce, in part or completely, the articles published here, with only the mention to the source clearly pointed out. Other interested parties will be able to reproduce the contents previous authorization of the editor- in- chief of the journal.
The articles and papers published are the responsibility of the authors and do not necessarily reflect the thought of our Editorial Board.