Factors in the implementation of task-based teaching in primary schools

Abstract

This paper uses detailed qualitative case study data to explore the implementation of task-based teaching in three primary school classrooms in Hong Kong. It reviews six issues which were found to impact on how teachers approached the implementation of communicative tasks in their classroom. The themes to be addressed are teacher beliefs; teacher understandings; the syllabus time available; the textbook and the topic; preparation and the available resources; and the language proficiency of the students. It is argued that the complex interplay between these factors influences the extent of implementation of task-based teaching in the classroom. A tentative exploratory framework for the implementation of task-based teaching with young learners in Hong Kong is proposed. It is suggested that the paper may also shed light on the prospects for the implementation of communicative or task-based approaches in a variety of other contexts. © 2003 Elsevier Ltd. All rights reserved.