Implementing Task-Based Language Teaching in Belgium:

Task-Based Language Teaching in Belgium:

Lessons for Canada?

"Tasks are no easy recipes: the actual activity that they give rise to, and the learning that might arise as a result, remain highly unpredictable.

In the end, it is the actual interactional work that matters and that results in learning"

Callahan, S. (2001). When portfolios become a sight of ethical conflict: Using student portfolios for teacher accountability. Educational Assessment, 7 (3), 177-200.

Canadian Language Benchmarks. (2012). Ottawa. Centre for Canadian Language Benchmarks. Retrieved from: http://www.language.ca/index.cfmVoir=menu&Repertoire_No=2137991327&M=4038

CLB Support Kit. (2012). Ottawa. Centre for Canadian Language Benchmarks. Retrieved from: http://www.language.ca/index.cfm?Voir=menu&Repertoire_No=2137991327&M=4038

Evaluation of the language instruction for newcomers to Canada (LINC) program (2010). In Canada. (Ed.), . Ottawa, Ont.: Citizenship and Immigration Canada. Retrieved from http://www.cic.gc.ca/english/resources/evaluation/linc/2010/linc-eval.pdf

An examination of the Canadian language benchmark data from the citizenship language survey (2010). In Derwing T. M., Canada. and Canadian Electronic Library (Firm). (Eds.), . [Ottawa, Ont.]: Citizenship and Immigration Canada = Citoyenneté et immigration Canada.

Graham, S. (2012). Implementing PBLA in LINC & ESL - CESBA Fall 2012 Conference Presentation. [PowerPoint Presentation, slide 37]. Retrieved from: https://tutela.ca/ViewContentItem?itemId=3906

Kumaravadivelu, B. (2006). Understanding language teaching: From method to postmethod. Mahwah, NJ: Lawrence Earlbaum Associates.

Long, M. H. (2015). Second language acquisition and task-based language teaching. Malden, MA John Wiley and Sons, Inc.

Nunan, D. (2004). Task-based language teaching. Cambridge, UK: Cambridge University Press.

Pettis, J. (2010). Conditions for Successful PBLA Implementation. [Word document]. Retrieved

from: https://tutela.ca/ViewContentItem?itemId=5811

Pettis, J. C. (2014). Portfolio-Based Language Assessment (PBLA): Guide for Teachers and

Programs. Ottawa. Centre for Canadian Language Benchmarks. Retrieved from

http://www.language.ca/documents/PBLA_Guide_e-version_2015.pdf

Ripley, D. (2012). Implementing portfolio-based language assessment in LINC programs: benefits and challenges. TESL Canada Journal, 30(1), 69+. Retrieved from http://go.galegroup.com.myaccess.library.utoronto.ca/ps/i.do?p=AONE&sw=w&u=utoronto_main&v=2.1&it=r&id=GALE%7CA325174233&sid=summon&asid=04ddd15e6190fd470a8b941d3a2dbc5a

Van Avermaet, P., Colpin, M., Van Gorp K., Bogaert N. & Van den Branden, K. (2006). The role of the teacher in Task-based Language Teaching. In K. Van den Branden (Eds.), Task-based language education: From theory to practice. Cambridge [England]: Cambridge University Press.

Van den Branden, K. (2006). Task-based language education: From theory to practice. Cambridge [England]: Cambridge University Press.

Van den Branden, K., Bygate, M., & Norris, J. (2009). Task-based Language Teaching: Introducing the reader. (1-13). In K. Van den Branden, M. Bygate & J.M. Norris (Eds.), Task- Based Language Teaching: A Reader (175 – 196). Amsterdam/ Philadelphia: John

Benjamins Publishing Company.

Implementing

policy makers

& funders

Implementation

agents

Identifying domains & situations for language use

Needs domains

for adult language learners

the Centre for Language and Education, University of Leuven

Vocabulary Level of Language Needs

the Centre for Language

and Education

spoken & written corpus of 2,500,000 tokens

Cycle of action and reflection:

• monitoring reactions of all the parties

• redressing implementation strategies when necessary

practice-based

research

Research participants:

• NNS taking a course (n=56)
• NNS not taking/having dropped a course (n=50)

• language teaching experts (n=17)

• NS in frequent contact with NNS (n=30)

• other NS (n=300)

1,372 highly frequent words for a range of tasks, situations and domains

educational

counsellors

(Van Avermaet & Gysen, 2006, p. 40)

Yuliya Desyatova, M.Ed.

University of Toronto

yuliya.desyatova@mail.utoronto.ca

syllabuses

• inspiring & supporting implementation

• developing task-based syllabuses

• providing teacher-training

• conducting empirical research informing implementation

(p.14)

Five needs domains visually related to (vocabulary) complexity

language teaching institutions

(several hundreds school teams)

(Van Avermaet & Gysen, 2006)

Complexity of

Needs Assessment

(Van Avermaet & Gysen, 2006, p. 42)

From situations to tasks

From real life to the classroom

• subjective Vs objective needs

• goals Vs learning styles & pedagogical approaches

• learner (in)ability to identify and articulate linguistic needs

• problem of specification (endless lists of tasks)

• problem of task complexity

• problem of performance extrapolation

The Belgian TBLT Implementation Experience

(Van Avermaet & Gysen, 2006)

Implementation features

• started in 1990 as a response to traditional teacher-dominated, grammar-centred approaches

• lack of metalinguistic awareness
• novelty of the needs assessment concept & experience

Goals of the project:

(Van Avermaet & Gysen, 2006)

Combating

• social inequity,
• educational under-achievement,
• high unemployment,
• limited social and cultural integration of immigrants & refugees

• Dutch as L1 & L2

• primary, secondary, and

adult education

• task-based syllabuses

• extensive teacher training programs

• implementation research projects

Increased Language Proficiency

Presentation Outline

• Learners

Language

Learning

Language

Proficiency

• Interaction

higher-quality language education

• Teachers

• Teacher coaches

Tasks

• Task/ Syllabus Designers

learner

• Curriculum Developers

• Researchers

learner

1. Relevance for the Canadian context

2. Background to TBLT introduction in Flanders, Belgium

3. Implementation agents and stages

4. Insights from implementation studies

5. Research program for the Canadian context

6. Q & A

learner

Learner Needs

learner

(Van Gorp & Bogaert, 2006, p.97)

Flemish

implementation studies

a c

t

r

Findings from implementation studies

e

i

t

n

o

• large-scale projects

Role of the Teacher

n

i

Two core actions:

• transition from teacher-centred to learner centred classroom takes time & extensive support

Teacher

• motivating learners to invest in task completion

• variety of data collection instruments

Defining a Language Task

• appreciation of ready-to-use syllabuses & freedom to adopt or refuse

language learning potential of the tasks

motivational potential

of the tasks

• assess task potential
• engage & support every single learner
• stimulate persistence

• interactionally supporting task performance

• include classroom observation component

• team-based, practice-based, teacher-led, needs-based, coaching as implementation principles

• opportunities to negotiate meaning & content
• offering rich input
• stimulating production of output
• proving focus on form

"... almost anything related to educational activity can be called a 'task'"

"... an activity in which a person engages in order to attain a [real world] objective, and which necessitates the use of language"

task design

(Van Avermaet, Colpin, Van Gorp, Bogaert & Van den Branden, 2006, p. 175)

(Van den Branden, 2006, p. 3)

Canada

Belgium

(p. 4)

Positive outcomes of the TBLT imlementation

curriculum design

needs assessment

• increased teacher sensitivity to functional, communicative goals

Implementing PBLA in LINC/ ESL/EAL programs

References

Pedagogic Tasks

(skill-building)

• increased quality of teacher input

Language User

Need for Canadian Research

Implementing

TBLT in Flanders

tasks

Language Learner

• increased learner enthusiasm & achievement

Key research questions:

(van den Branden, 2006, p.245)

"Ensuring that instructors follow task-based methodology is a key benefit of PBLA..."

(Ripley, 2012, p. 76)

Expanded view of the Role of the Teacher in TBLT

• How do Adult ESL teachers operationalize TBLT in the classroom?
• How do LINC/Adult ESL teachers respond to PBLA's demand for task-based language teaching ?
• How did PBLA implementation affect classroom interaction?

• mediator of language learning

• change agent

• researcher

Research participants:

(van den Branden, 2016)

• Adult ESL teachers (LINC, ESL, EAL, college preparation, etc.)
• Administrators
• Policy-makers

Benefits of participation

Capturing the Impact of Interaction on Learning

Research Design

• sharing successes

• voicing challenges

• contributing to the limited practice-based research

mixed methods exploratory study

Teachers

"...it is not the task in itself, but the interaction and mental activity developed by the students and the teacher that will eventually determine how much, and what language, will be learnt.

Tasks are merely blueprints, they are not intended to and cannot be complete scripts for language learning..."

(Van den Branden, 2006, p.239)

Data Collection Techniques

• questionnaires
• interviews
• classroom observations
• follow-up interviews

• advancing our collective understanding of how TBLT is enacted in the adult language learning classroom