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 |
|---|---|
| Language: | English |
| Authors: | Martin East (ORCID |
| Source: | Language Learning Journal. 2025 53(1):71-83. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 13 |
| Publication Date: | 2025 |
| Document Type: | Journal Articles Reports - Descriptive |
| Descriptors: | Second Language Instruction, Student Centered Learning, Experiential Learning, Instructional Effectiveness, Uncommonly Taught Languages, Indigenous Knowledge, Educational Technology, Technology Uses in Education, Code Switching (Language), English (Second Language), Indigenous Populations |
| DOI: | 10.1080/09571736.2024.2305424 |
| ISSN: | 0957-1736 1753-2167 |
| 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. |
| Abstractor: | As Provided |
| Entry Date: | 2025 |
| Accession Number: | EJ1459774 |
| Database: | ERIC |
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| 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. |
|---|---|
| ISSN: | 0957-1736 1753-2167 |
| DOI: | 10.1080/09571736.2024.2305424 |
