Task‐Based Instruction for Autonomy
Connections With Contexts of Practice, Conceptions of Teaching, and Professional Development Strategies
Bibliographic Data
| ID | 10816993 |
|---|---|
| Authors | Flávia Vieira (0000-0002-7474-8850, University of Minho Braga Portugal, corresponding author) |
| Year | 2017 |
| Volume | 51 |
| Issue | 3 |
| Pages | 693-715 |
| Publication date | 2017-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.1002/tesq.384 |
| OpenAlex | W2749622578 |
| Language | EN |
| Citations received | 3 |
| References cited | 44 |
Proposals for innovating language education at school are always affected by cultures of teaching and teacher education. This article takes an inquisitive look at task‐based language teaching ( TBLT ) as a learner‐centred approach, arguing in favour of a realistic understanding of possibilities for educational change. This entails confronting theoretical discourses with the realities of schooling and teacher education, as well as investigating TBLT in particular contexts. An interpretative study is presented, focusing on the use of TBLT by two student teachers ( ST s) during their English language teaching ( ELT ) practicum in an initial teacher education ( ITE ) programme where autonomy‐oriented action research projects are developed. Their portfolios and reports account for the feasibility of a weak approach to TBLT that transcends current practices and whose potential for promoting autonomy derives from a professional development framework where teaching and teacher education are conceived as empowering processes. Constraints and shortcomings relate to dominant cultures of teaching, ST s’ condition as learners, and the practicum model itself. Understanding how language teaching is shaped by contexts and developing empowering approaches to teacher education will help us enhance educational change as an interspace between reality and ideals, where possibilities for transformation are explored
Autonomy · Comprehension approach · Language education · Learner autonomy · Mathematics education · Pedagogy · Political science · Practicum · Professional development · Sociology · Task (project management) · Teacher education · Teaching method · EFL/ESL Teaching and Learning · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
The Role of Teachers in Task-Based Language Education
A Framework for Task-Based Learning (Longman Handbooks for Language Teachers)
Interaction in the language curriculum
Handbook of Research on Teacher Education
Task-Based Language Teaching
Redefining teaching, re‐imagining teacher education
The practicum in preservice teacher education
Understanding teacher identity
Ideologies of English Language Teaching in Iranian Academic Research
Mediating between predetermined order and chaos
Task‐based language teaching
Factors in the implementation of task-based teaching in primary schools
The suitability of task-based approaches for secondary schools
Doing focus-on-form
Research in foreign language education in Portugal (2006–2011)
Potential Cultural Resistance to Pedagogical Imports
Alternative Paradigms of Teacher Education
Teacher Education
Beyond communicative language teaching
| Unique citing works | 3 |
|---|---|
| Citations per year | 0,75 |
| Citation span | 2022 - 2026 (5) |
| Citation velocity | current |
| Highly cited | No |
| Citation types | Neutral: 3 |