Why are so many teachers around the world moving toward adopting task-based language teaching? This teacher-friendly guide to understanding and implementing task-based language teaching (TBLT) provides a brief and clear introduction to the key elements of TBLT and highlights practical guidelines for teachers. Read about the essential pedagogical implications presented in the latest research. Discover the rationale for using TBLT, its key principles, and different approaches. Learn the structure of a task-based curriculum, how to evaluate tasks, and how to set assessment goals. Finally, reflect on the strengths and challenges of implementing TBLT and see if it could work for your classroom!

About the Author

Farahnaz Faez is an Associate Professor in Applied Linguistics in the Faculty of Education at Western University in Canada. Her research interests include second language pedagogy, language teacher education as well as internationally educated and non-native English speaking teachers. She has taught and supervised ESL and TESOL programs for several years. She is the Co- Editor of TESL Canada Journal. Dr. Parvaneh Tavakoli holds an MA in TEFL and a PhD in applied linguistics. Coming from an English language teaching background, Parvaneh has years of teaching and teacher training experience in the UK and abroad, and has been researching different aspects of task-based language teaching over the past two decades. Thomas S.C. Farrell, PhD, is a professor at Brock University, Canada. His professional interests include reflective practice and second language teacher education and development. He has published widely in these areas. His work can be found at www.reflectiveinquiry.ca.

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