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For the past 20 years, task-based language teaching (TBLT) has attracted the worldwide attention of researchers, curriculum developers, teacher trainers and language teachers. However, much of the available literature and research has been from a psycholinguistic perspective, driven by the desire to understand how people acquire a second language. Far less research has been carried out as to whether TBLT works for real teachers and real learners in a classroom environment. This book aims to offer a unique contribution by uniting a discussion of task-based pedagogical principles with descriptions of their application to real life language education problems. It provides an account of the many challenges and obstacles that the implementation of task-based language education raises and discusses the different options for overcoming them. The book contains a substantial body of new research from Flanders, where the implementation of TBLT has been a nationwide project for the past fifteen years in primary, secondary and adult education.

Chapter
1 Introduction: Task-based language teaching in a nutshell, Chapter
2 From needs to tasks: Language learning needs in a task-based approach, Chapter
3 Tasks for absolute beginners and beyond: Developing and sequencing tasks at basic proficiency levels, Chapter
4 Developing language tasks for primary and secondary education, Chapter
5 Task-based language teaching in science education and vocational training, Chapter
6 TBLT and ICT: Developing and assessing interactive multimedia for task-based language teaching, Chapter
7 Developing and introducing task-based language tests, Chapter
8 The role of the teacher in TBLT, Chapter
9 A box full of feelings: Promoting infants' second language acquisition all day long, Chapter
10 Teacher training: Task-based as well?