TBLT and Teacher education: from practice to theory

Abstract : As TBLT is gaining momentum in governmental education policies, official curricula and commercial syllabuses, teachers around the world are being encouraged to work with tasks in their language classrooms. However, many of those teachers have been using different methods for most of their careers and did not receive any specific preparation to work with tasks during their pre-service education. This symposium, chaired by Kris Van den Branden, offers three presentations, and ample time for discussion and interaction, on the challenging question of how to support teachers (in in-service and pre-service teacher education) to get the most out of their work with tasks in the language classroom. The three presentations are based on empirical studies into the effects of specific projects aiming to educate and support teachers to work with tasks: Kris Van den Branden (KU Leuven – Belgium): What has changed since 2006? Are we still supporting Flemish teachers in a task-based way? Julie McAllister (University of Nantes – France): Supporting teachers' adaptation to new roles in a TBLT programme through teamwork. Marita Schocker & Andreas Müller-Hartmann (University of Freiburg – Germany): „Die Menschen stärken, die Sachen klären“: Towards context-sensitive teacher education.
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Conference papers
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Contributor : Julie Mcallister <>
Submitted on : Friday, February 17, 2017 - 6:51:50 PM
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  • HAL Id : halshs-01470846, version 1



Julie Mcallister. TBLT and Teacher education: from practice to theory. TBLT 2013 - International Conference on Task-Based Language Teaching, University of Alberta, Oct 2013, Banff, Canada. ⟨halshs-01470846⟩



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