Also referred to as task-based language learning (TBLT) and task-based instruction (TBI), task-based language learning (TBLL) focuses on assessing English language language learning on authentic tasks that are relevant, meaningful, and engaging for the English language learner (Wikipedia: task-based language learning). The use of term TBLL over TBLT or TBI is intentional and significant if learning is to be stressed over teaching. This does not ignore pedagogical tasks but only to the degree they enable or facilitate skill sets, knowledge, habits of mind, and attitudes about implicit and explicit linguistic development.
I'll be teaching Grammar in Context II the spring 2020 semester (i.e., January-June 2020) to English language learners at an A2-B1 English proficiency level, which will combine TBLL, problem-based learning (PBL), and the Paideia Program (Mortimer, 1984). The level of authenticity that surrounds PBL for the purposes of this class will be to the degree that authentic input and learning outcomes relate to issues learners face day to day or likely will face in the future. A key facet to learning outcomes also includes having English language learners perform "Socratic seminars" whereby the Socratic method provides the basis for open discussions about content and language (Mortimer, 1984, 27).
Throughout the course, some variation of Long's (1998) approach for designing and delivering a task-based language teaching/learning environment is being considered:
Benjamin L. Stewart
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