Why are many teachers around the world moving toward task-based learning (TBL)? This shift is based on the strong belief that TBL facilitates second language acquisition and makes second language learning and teaching more principled and effective. Based on insights gained from using tasks as research tools, this volume shows how teachers can use tasks as teaching tools. Task-based pair and group activities ensure that students take responsibility for much of the work and have greater involvement in the learning process. At the same time, such activities free the teacher to focus on monitoring students and providing relevant feedback. Contributors to this volume found that using task-based applications in their classrooms builds a sense of community, develops critical thinking skills and intercultural communicative competence, increases cultural awareness, and encourages cooperation, all of which prepare learners to engage in real-world language and culture. In addition, this volume inspires with ideas from teachers who skillfully integrated technology with task-based learning using video and audio recordings, music, and the Internet, including Web 2.0 tools. This volume contains 14 chapters. Chapters include: (1) Introduction: From Theory to Practice in Task-Based Learning (Ali Shehadeh and Christine Coombe); (2) Talking It Up: A Small-Group Discussion Task for the Classroom (Gregory Strong); (3) An EFL Dictogloss Task: Three Teachers, Three Contexts, Three Perspectives (Steven Herder, Mark A. de Boer, and Kirsten A. Anderson); (4) Cooperation, Communication, and Critical Thinking Through Content-Based Investigative Tasks (R. T. Olivia Limbu and Tara A. Waller); (5) Task-Based Cultural Awareness Raising Through Learner Ethnographies (Andrew Reimann); (6) Poetry in Second Language Task-Based Learning (Patrick Rosenkjar); (7) Task-Based Templates for Multilevel Classes (Jennifer M. Herrin); (8) Multitasked Student Video Recording (Tim Murphey and Jodie Sakaguchi); (9) Learning Through CALLaborative Projects Using Web 2.0 Tools (Carla Arena and Erika Cruvinel); (10) The Harmonica Project: Task-Based Learning Beyond Words (Betty Litsinger); (11) I Can! Bringing Self-Evaluation to a Task-Based Syllabus for Language Learning Success (Jan Edwards Dormer); (12) Knowing Who's in Your Audience: Task-Based Testing of Audience Awareness (Betty Lanteigne); (13) Assessing Task-Based Activity in a Speech Training Class (Aiden Yeh); and (14) Using Online Tasks for Formative Language Assessment (Paula M. Winke). References and an Index are included.