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ERIC Number: EJ1052111
Record Type: Journal
Publication Date: 2014
Pages: 12
Abstractor: As Provided
ISSN: ISSN-0826-435X
Task-Based Language Teaching and Expansive Learning Theory
Robertson, Margaret
TESL Canada Journal, v31 spec iss 8 p187-198 2014
Task-Based Language Teaching (TBLT) has become increasingly recognized as an effective pedagogy, but its location in generalized sociocultural theories of learning has led to misunderstandings and criticism. The purpose of this article is to explain the congruence between TBLT and Expansive Learning Theory and the benefits of doing so. The merit of locating TBLT in Expansive Learning Theory is that it provides concrete explanations for how cycles of meaning making and negotiation can be worked into task phases. It provides an elaboration of the cyclical learning processes that may be embedded in tasks, improving the intentionality and focus of language tasks. In doing this it clearly establishes task-based teaching as a robust construct for language teaching programs. Additionally, the location of TBLT within Expansive Learning Theory makes explicit the central importance of intercultural communication competence to language learning, positioning culture as a mediating artefact in learning. This may provide teachers choosing to use TBLT as their pedagogy with a theoretical underpinning of expansive learning and with tools to assist their teaching practice. Additionally, it may contribute to teacher training and professional development through clarity provided by placing TBLT pedagogy within the theoretical framework of Expansive Learning Theory.
TESL Canada Federation. 408-4370 Dominion Street, Burnaby, BC V5G 4L7, Canada. Tel: 604-298-0312; Fax: 604-298-0372; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A