Jordan’s positive proposal: Long’s version of TBLT, built from a needs analysis of target tasks, with pedagogic tasks, ‘modified, elaborated texts’ and reactive focus on form. It’s now offered in ‘lighter, more feasible versions’ for small schools.
Course structure (SLB Cooperative, 100 hours)
- Presenting TBLT
- Designing a needs analysis (target tasks)
- A task-based pedagogic unit
- Task-based materials (modified, elaborated input)
- Facilitating and evaluating tasks
Key text: Long (2015) Second Language Acquisition and Task-Based Language Teaching. Journal: TASK (2021–). Benjamins TBLT series.
Long vs Ellis vs Willis (Claude)
- Long: strong TBLT; the syllabus is tasks from a needs analysis; focus on form is reactive only.
- R. Ellis: task-supported language teaching is legitimate; focused tasks are allowed.
- Willis: pre-task → task cycle → language focus, inside a general course.
Limits
It’s an advert for a paid course run by the author. It says nothing on exam-mandated contexts (Cambridge, IELTS) (Claude).
Apply in my context (Claude)
- For IELTS, the target tasks are the exam tasks, so a Long-style needs analysis is unusually easy. For Cambridge for Schools teens, the target tasks are vaguer, and a task-supported approach is more realistic.
Connections
Dogme and TBLT share a philosophy, not a methodology · Teacher trainers should teach the research on interlanguage