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Tasks in Action: Task-Based Language Education from a Classroom-Based Perspective
Editor: Kris Van den Branden, Koen Van Gorp and Machteld Verhelst
Date Of Publication: Aug 2007
Isbn13: 9781847182432
Isbn: 1-84718-243-7
Task-based Language Teaching (TBLT) has been gaining momentum around the world during the past twenty years. However, particularly lacking in the body of available publications on TBLT is empirical evidence of the actual activity, interaction and learning processes that tasks give rise to in real classrooms. This volume compiles a number of studies that describe what learners and teachers, in various educational contexts, actually do when they are asked to perform tasks as part of their regular classroom activity. As such, the volume provides valuable new insights into the implementation of task-based language teaching and vividly illustrates how classroom practice can inform future theory-building and research on TBLT. All the chapters in this book are based on papers that were presented during the first International Conference on Task-Based Language Teaching, which was organised in Leuven in September 2005 by the Centre for Language and Education of the Katholieke Universiteit Leuven.
Kris Van den Branden is a Professor of Linguistics at the Faculty of Arts of the Katholieke Universiteit Leuven. At the same university, he is the current director of the Centre for Language and Education. He is also one of the directors of the Flemish government-subsidized Centre for Equity in Education. Kris Van den Branden’s main research interests are with interaction in second language acquisition, the implementation of task-based language teaching, the diffusion of educational innovation and the role of the teacher in language teaching. Kris Van den Branden has published a wide range of articles and books in Dutch and in English.
Machteld Verhelst is a staff member of the Centre for Language and Education. She conducted her Ph.d. research on the acquisition of Dutch as a second language by young infants in Brussels. She is the current supervisor of the research programme of the Centre for Language and Education, and has published a wide range of articles and syllabuses with regard to task-based language education. Her main research interests are with early second language acquisition (by young children) and the acquisition of second language vocabulary. Koen Van Gorp is a staff member of the Centre for Language and Education. He is currently conducting a Ph.d. research into the classroom variables that have an impact on second language learning and school success. He has published a wide range of articles and syllabuses with regard to task-based language education. He also supervises the development of a new task-based syllabus for the teaching of Dutch at primary school level. His main research interests are with the impact of classroom variables on learning in general, and language learning in particular, on content-based language learning and on peer interaction.
Price Uk Gbp: 39.99
Price Us Usd: 59.99
Sample pdf (including Table of Contents)
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From Navigating Music and Sound Education
“We rarely have the opportunity and time to engage with the practicalities of music teaching through the lens of evidence-based practice. This book provides us with a wonderful exception that is accessible to beginning and established teachers. It contains a wide range of stimulating and thought-provoking material that draws on real-world experiences and events, which are contextualised, informed and structured by theory. This is a powerful combination that we can visit again and again for insight and inspiration. Congratulations to all involved, particularly the editors for shaping such a valuable contribution!”
—Professor Graham F. Welch, University of London; President, International Society of Music Education
“Navigating music and sound education draws together a range of issues increasingly acknowledged to be at the basis of reflective and effective music learning and teaching: social settings, cultural dimensions, gender, indigeneity, varying cognitive approaches, inter-disciplinary connections, technology, types of learning, and creativity. It opens up areas of pedagogy that go beyond classroom methodology to acknowledge student individuality and encourage music learning and teaching grounded in the reality of students’ musical and social lives. It will be invaluable for those training to become educators and for teachers already in the field.”
—Associate Professor Peter Dunbar-Hall, University of Sydney
“This book brings an important contribution to music teacher education as it challenges the readers to rethink their paradigms of music education. It highlights the importance of preparing a reflective teacher, autonomous, creative and conscious of the multifaceted and multicultural locus in which they will work. The book also draws on the importance for music teachers to consider the context in which they work, and establish a dialog between local musical traditions, informal music practices and global trends of music teaching and learning. Most importantly, all chapters are in one way or another derived from research carried out on specific areas, thus stressing the importance of the research informed practice in music education.”
—Professor Liane Hentschke, Federal University of Rio Grande do Sul, Brazil; International Society of Music Education Immediate Past President
Many readers will appreciate Steve Dillon and Kathy Hirche’s description of the future of education in their work with dynamic technological contexts.
Navigating Music and Sound Education is a wonderful guide and resource for pre-service music teachers, for teachers in the field, and for teacher educators.
It offers a range of fresh perspectives on the state of music education as it is and as it might be. Kari K Veblen
Navigating Music and Sound Education is an ambitious project which features current research from 20 individuals whose professional identities run the gamut from musician to songwriter to student to educator to music therapist to ethnomusicologist. The book’s scope is perhaps the most exciting aspect of Navigating Music and Sound Education.
Kari K Veblen
University of Western Ontario
British Journal of Music Education
October 2011
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