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Selecting and adapting tasks for mixed‐level English as a second language classes
Author(s) -
Abbott Marilyn L.
Publication year - 2019
Publication title -
tesol journal
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.468
H-Index - 14
eISSN - 1949-3533
pISSN - 1056-7941
DOI - 10.1002/tesj.386
Subject(s) - task (project management) , language education , computer science , selection (genetic algorithm) , mathematics education , process (computing) , teaching method , task analysis , language assessment , face (sociological concept) , language proficiency , psychology , linguistics , artificial intelligence , programming language , management , economics , philosophy
English as a second language teachers often find themselves teaching classes of heterogeneous students who have very divergent English language skills, abilities, and learning needs. One effective approach to address some of the challenges teachers face when teaching heterogeneous, mixed‐level classes is task‐based language teaching ( TBLT ). TBLT begins with a needs analysis to determine the types of real‐life tasks learners need to accomplish, and then classroom tasks are developed to meet the learners’ language use needs. This article provides teachers with information on three task‐based language teaching frameworks to guide their selection and design of classroom tasks. The task frameworks illustrate how to select and modify the instructional content, learning process, and products to match students’ language proficiency levels and needs. Numerous examples of task modifications and ideas for adapting authentic resources are presented.