Teachers’ Learning and Teachers’ Learning and Adaptation of TBLT Adaptation of TBLT in the ESL Contextin the ESL Context

Kangxian ZhaoKangxian Zhao

University of TorontoUniversity of Toronto

kangxian.zhao@utoronto.ca09-14-2009, Lancaster, UK 09-14-2009, Lancaster, UK

OverviewOverview

Recent LiteratureRecent Literature Current StudyCurrent Study Discussion Discussion Limitations and Future DirectionsLimitations and Future Directions

Recent LiteratureRecent Literature Gatbonton & Gu (1994): Chinese NNS EFL teachers in Gatbonton & Gu (1994): Chinese NNS EFL teachers in

Beijing Beijing Carless (2003, 2004): Hong Kong teachers’ difficulties Carless (2003, 2004): Hong Kong teachers’ difficulties

involved in implementing TBLT in primary schoolsinvolved in implementing TBLT in primary schools Carless (2007): Suitability of TBLT for secondary schools in Carless (2007): Suitability of TBLT for secondary schools in

Hong KongHong Kong Jeon & Hahn (2006): Korean teachers’ perceptions of TBLTJeon & Hahn (2006): Korean teachers’ perceptions of TBLT Watson Todd, R. (2006): NNS teachers in ThailandWatson Todd, R. (2006): NNS teachers in Thailand McDonough & Chaikitmongkol (2007): teachers and McDonough & Chaikitmongkol (2007): teachers and

learners’ reactions to a TBLT course in Thailandlearners’ reactions to a TBLT course in Thailand

Recent LiteratureRecent Literature

Lack of comparable studies on Lack of comparable studies on NS teachersNS teachers Impression: Avoiding or adapting or not Impression: Avoiding or adapting or not

comprehending TBLT = comprehending TBLT = professional trait of professional trait of NNS teachersNNS teachers??

All is well with NS teachers & TBLT?All is well with NS teachers & TBLT?

Current StudyCurrent Study Qualitative study Qualitative study Six NS & 1 NNS Canadian ESL teachers & teacher Six NS & 1 NNS Canadian ESL teachers & teacher

educatorseducators Narrative inquiry ApproachNarrative inquiry Approach Semi-structured InterviewsSemi-structured Interviews Classroom ObservationsClassroom Observations Follow-up InterviewsFollow-up Interviews Native Speaker (NS) English as a Second Language Native Speaker (NS) English as a Second Language

(ESL) teachers’ learning and teaching experiences of (ESL) teachers’ learning and teaching experiences of TBLT in the Canadian contextTBLT in the Canadian context

Research ParticipantsResearch ParticipantsName April Bridget Cynthia David Emily Frank Jane

(NNS)

Teaching experience

25 years

14 years 15 years 10 years 5 years 13 years

5 years

Education MA, M Ed

BA, MA in progress

BA, MA BA BA, B Ed BA BA, M Ed in progress

TESL Training

√ √ √ √ √ √ √

Teacher Educator

√ √

EFL Teaching

√ √ √ √ √ √

Teaching Context

EAP EAP EAP EAP Adult Immigrants

EAP EFL

Learning TBLTLearning TBLT

Bridget: Bridget:

I kind of ran into task-based (14 years ago). I kind of ran into task-based (14 years ago). Task-based was one of the principles of the Task-based was one of the principles of the TESL training program... My first hands on TESL training program... My first hands on experience with TBLT was after I came back experience with TBLT was after I came back to Canada (3 years ago)…I’ve done a little bit to Canada (3 years ago)…I’ve done a little bit of research on Task-based (in my Master’s of research on Task-based (in my Master’s study)study)

Learning TBLT Learning TBLT

I was introduced to Task-Based when I was in I was introduced to Task-Based when I was in New Zealand (5 years ago). (Cynthia)New Zealand (5 years ago). (Cynthia)

I learned TBLT in a diploma course in I learned TBLT in a diploma course in Poland…And I was at the network of the Poland…And I was at the network of the schools, international high school schools, international high school organization, so there are 140 schools, in 40 organization, so there are 140 schools, in 40 countries…Everything I know is from them. countries…Everything I know is from them. (David)(David)

Learning TBLT Learning TBLT

Frank’s experience with TBLTFrank’s experience with TBLT Teaching EFL for seven yearsTeaching EFL for seven years No training before teachingNo training before teaching Started teaching with a textbook and a Started teaching with a textbook and a

“teacher’s book” “teacher’s book” Returned to Canada for Family reasonReturned to Canada for Family reason TESL training after teaching for 10 years: TESL training after teaching for 10 years:

TBLTTBLT

Bridget’s FrustrationBridget’s Frustration

I find some difficulty with it…once the task is finished, and then I find some difficulty with it…once the task is finished, and then you do the language work, what do you do next? Okay, you are you do the language work, what do you do next? Okay, you are supposed to give them…well, have they finish the task? Well supposed to give them…well, have they finish the task? Well they’ve already done it. They communicated. they’ve already done it. They communicated. The The communication might not have been pretty, it might not have communication might not have been pretty, it might not have been accurate, but it was accomplished. Why would they want to been accurate, but it was accomplished. Why would they want to go and do it all over again? go and do it all over again? …So it is great to focus on the …So it is great to focus on the language afterwards, but my feeling is… and my experience has language afterwards, but my feeling is… and my experience has been…they do want to know at the beginning how they are been…they do want to know at the beginning how they are supposed to say something, and there is a higher level of supposed to say something, and there is a higher level of frustration with students who don’t have guidelines, or they frustration with students who don’t have guidelines, or they don’t have any language suggestion on how to accomplish a don’t have any language suggestion on how to accomplish a task? task?

One Framework of TBLTOne Framework of TBLT

Adapted from Willis (1996) Adapted from Willis (1996) (1) Pre-Task Language Activities(1) Pre-Task Language Activities (2) Task (or tasks)(2) Task (or tasks) (3) Planning (the representation of task completion (3) Planning (the representation of task completion

or process)or process) (4) Report / Presentation / Performance / etc.(4) Report / Presentation / Performance / etc. (5) Focus on Form Exercises …(5) Focus on Form Exercises … (6) Evaluation (throughout)(6) Evaluation (throughout)

Bridget’s AdaptationBridget’s AdaptationFirst I stuck with task-based. Give it a try, do it First I stuck with task-based. Give it a try, do it

this way. But you know what? Why am I this way. But you know what? Why am I putting them through that? Why am I putting putting them through that? Why am I putting me through that? You know, I just say, okay, I me through that? You know, I just say, okay, I try it in a different way. try it in a different way. I will give you a list of I will give you a list of phrases before we try the task. phrases before we try the task. I am not going to I am not going to tell them that this is…I just thought okay, this is tell them that this is…I just thought okay, this is what I am going to do. And it is part of my what I am going to do. And it is part of my lesson plan. lesson plan. To elicit before handTo elicit before hand. And then . And then have them work on the task. have them work on the task.

Frank’s ConcernFrank’s Concern My concern is students’ interactions with each other. (I see My concern is students’ interactions with each other. (I see

myself) as a model for their language use…myself) as a model for their language use…I remember in I remember in university, always, there is a reliance on the professor. All university, always, there is a reliance on the professor. All questions are directed at the professors. …questions are directed at the professors. … the students the students aren’t supposed to be doing like this. Not this way. And it aren’t supposed to be doing like this. Not this way. And it has taken me a long time to… and has taken me a long time to… and I still fight against it I still fight against it because I think I like to be involved with it. But my director because I think I like to be involved with it. But my director of study at the school, she’s often said, in the last couple of study at the school, she’s often said, in the last couple years, yeah, just leave the room, if they are doing years, yeah, just leave the room, if they are doing something, a task. And you trust them if they are mature something, a task. And you trust them if they are mature enough, leave the room, and let them complete the task. enough, leave the room, and let them complete the task. And then you assess the task later. And that seems to be like And then you assess the task later. And that seems to be like a foreign thing to me. Because I am thinking that a foreign thing to me. Because I am thinking that the the students pay money, then they expect to see the teacher. students pay money, then they expect to see the teacher.

Observation NotesObservation Notes Bridget gave a list of words and phrases before Bridget gave a list of words and phrases before

“task”“task” Cynthia changed her lesson plan because of my Cynthia changed her lesson plan because of my

visit. She did a “a test-teach-test lesson.”visit. She did a “a test-teach-test lesson.” Cynthia liked to give detailed explanation and Cynthia liked to give detailed explanation and

clear instruction of grammar during and after clear instruction of grammar during and after task.task.

David demonstrated a TBLT lessonDavid demonstrated a TBLT lesson In addition to TBLT, Frank taught according to In addition to TBLT, Frank taught according to

his own beliefs (e.g., dictation)his own beliefs (e.g., dictation)

Discussion: Task Repetition Discussion: Task Repetition

Research literatureResearch literature

Previous experience of a Previous experience of a task can have effect on task can have effect on subsequent performance subsequent performance (more complex, more (more complex, more fluent) and task repetition fluent) and task repetition might enable students to might enable students to shift their attention from shift their attention from meaning to form (Bygate, meaning to form (Bygate, 2009)2009)

Current StudyCurrent Study

Well they’ve already done Well they’ve already done it, they communicated. The it, they communicated. The communication might not communication might not have been pretty, it might have been pretty, it might not have been accurate, but not have been accurate, but it was accomplished. Why it was accomplished. Why would they want to go and would they want to go and do it all over again? do it all over again? (Bridget)(Bridget)

Discussion: Discussion: Different versions of TBLTDifferent versions of TBLT

Research Literature Research Literature

A strong version of TBLT A strong version of TBLT & a weak version of TBLT & a weak version of TBLT (Skehan, 2003)(Skehan, 2003)

““a weak version of task-a weak version of task-based teaching is likely to based teaching is likely to be most suitable ...” be most suitable ...” (Carless, 2007)(Carless, 2007)

Current StudyCurrent Study

A weak version of TBLTA weak version of TBLT

Discussion:Discussion: Difficulty with TBLT Difficulty with TBLT

Research Literature Research Literature Classroom managementClassroom management Avoidance of EnglishAvoidance of English NNS Teachers’ English NNS Teachers’ English

proficiency proficiency Teachers lack of knowledge Teachers lack of knowledge

of TBLTof TBLT Conflict with educational Conflict with educational

values and traditionsvalues and traditions

(Littlewood, 2009)(Littlewood, 2009)

Current StudyCurrent Study Student interactionsStudent interactions Students’ proficiencyStudents’ proficiency NS teachersNS teachers Teacher beliefsTeacher beliefs

ConclusionConclusion Teachers learn TBLT during TESL training and ESL Teachers learn TBLT during TESL training and ESL

teachingteaching Some NS teachers struggle with, resist, or adapt Some NS teachers struggle with, resist, or adapt

TBLT in ways that are similar to those of NNS TBLT in ways that are similar to those of NNS teachers, as reported in research literatureteachers, as reported in research literature

Both NS and NNS teachers may adapt TBLT in ways Both NS and NNS teachers may adapt TBLT in ways that might not be congruent with the theoretical that might not be congruent with the theoretical underpinnings of a certain version of TBLTunderpinnings of a certain version of TBLT

Downplaying language or speaker identity as a factorDownplaying language or speaker identity as a factor Research v.s. Classroom practiceResearch v.s. Classroom practice

Limitations & Future DirectionsLimitations & Future Directions

Small sampleSmall sample Contextual factorsContextual factors ““Truth” Truth”

Bigger sampleBigger sample In-depth investigationIn-depth investigation In different provinces In different provinces NNS in ESL ContextNNS in ESL Context NS in EFL ContextNS in EFL Context

Reference Reference BygateBygate, M. (2009). “Chapter 12. Effects of task repetition on the structure and control of oral language”. In K. Van den , M. (2009). “Chapter 12. Effects of task repetition on the structure and control of oral language”. In K. Van den

Branden, M. Bygate & J. Norris (eds.), Branden, M. Bygate & J. Norris (eds.), Task-based language teaching: A reader Task-based language teaching: A reader (249–274). Amsterdam:John Benjamins. (249–274). Amsterdam:John Benjamins. Carless, D. (2003). Factors in the implementation of task-based teaching primary schools. Carless, D. (2003). Factors in the implementation of task-based teaching primary schools. System,System, 31(4), 485-500. 31(4), 485-500. Carless, D. (2004). Issues in teacher's reinterpretation of a task-based innovation in primary schools. Carless, D. (2004). Issues in teacher's reinterpretation of a task-based innovation in primary schools. TESOL Quarterly, TESOL Quarterly,

3838(4), 639-661.(4), 639-661. Carless, D. (2007). The suitability of task-based approaches for secondary schools: perspectives from Hong Kong. Carless, D. (2007). The suitability of task-based approaches for secondary schools: perspectives from Hong Kong.

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Littlewood, W. (2009). Communicative and task-based language teaching in East Asia classrooms. Littlewood, W. (2009). Communicative and task-based language teaching in East Asia classrooms. Language Teaching, Language Teaching, 4040, 243-249., 243-249.

McDonough, K., & Chaikitmongkol, W. (2007). Teachers’ and learners’ reactions to a task-based EFL course in McDonough, K., & Chaikitmongkol, W. (2007). Teachers’ and learners’ reactions to a task-based EFL course in Thailand. Thailand. TESOL Quarterly, 41TESOL Quarterly, 41(1), 107-132.(1), 107-132.

Skehan, P. (2003). Task-based instruction. Skehan, P. (2003). Task-based instruction. Language Teaching, 36Language Teaching, 36, 1-14., 1-14. Watson Todd, R. (2006). Continuing change after the innovation. Watson Todd, R. (2006). Continuing change after the innovation. System, 34System, 34, 1-14., 1-14. Willis, J. (1996) Willis, J. (1996) A Framework for Task-Based LearningA Framework for Task-Based Learning, Harlow, UK: Longman Addison- Wesley. , Harlow, UK: Longman Addison- Wesley.

Thank you!Thank you!