enseñanza de lenguas basada en tareas: planificación de un programa de formación de profesores

Abstract

In terms of second language acquisition research, there are both theoretical grounds and empirical evidence to support a belief that Task-based language teaching (hereafter TBLT) is a pedagogical approach able to meet all the requirements for successful second language learning and acquisition, in a variety of contexts and among a range of learners. However, despite the clear psycholinguistic rational for TBLT as well as several empirical evidence supporting the choice of tasks as the basis for second language teaching and learning, there have been few attempts to adopt this kind of approach in institutional contexts.

In this respect, a number of teacher factors have been found to challenge the adoption of TBLT, namely the fact that teachers inevitably bring their own beliefs and understandings about effective pedagogy with them into their own classrooms, or simply don’t know how to implement it.

Given that language teacher education can have a significant impact in ensuring high quality language teaching, this paper offers an overview of a project that seeks to explore the necessity (and possibility) of challenging (and changing) teacher students’ prior methodological beliefs as a result of critical reflexion on TBLT, by using quantitative and qualitative data, and devising, implementing and evaluating a training course for preservice English teachers in Portuguese primary schools, that will take place at Nova University of Lisbon and University of Algarve.