As a learner-centred and experiential pedagogy, Task-Based Language Teaching (TBLT) stands in contrast to more established teacher-led and grammar-focused approaches. This presents challenges for implementation. This presentation draws on key findings from a longitudinal study to consider the role of teacher education in making TBLT as innovation more sustainable.
Putting new pedagogical ideas into practice can be challenging for teachers. In New Zealand, and as a result of substantial curriculum reform, school-based teachers of languages have been encouraged to consider Task-Based Language Teaching (TBLT) as a learner-centred and experiential pedagogy. However, TBLT stands in contrast to more established teacher-led and grammar-focused communicative approaches. Its implementation in schools has not been straightforward. Drawing on findings from a longitudinal a study that investigated whether a dedicated focus on TBLT in an initial teacher education (ITE) programme could challenge and change teachers’ beliefs and practices, this presentation considers the teacher education needs for the successful implementation of TBLT. The study tracked teachers from their ITE (2012, n = 20) to three years after graduation (2015, n = 7) and then five years after graduation (2017, n = 2). I draw on key findings to speculate on the role of teacher education in making TBLT as innovation more sustainable in classrooms longer-term.
