File Download

There are no files associated with this item.

  Links for fulltext
     (May Require Subscription)
Supplementary

Article: Issues in teachers' reinterpretation of a task-based innovation in primary schools

TitleIssues in teachers' reinterpretation of a task-based innovation in primary schools
Authors
Issue Date2004
PublisherTeachers of English to Speakers of Other Languages. The Journal's web site is located at http://www.tesol.org/s_tesol/seccss.asp?CID=209&DID=1679
Citation
TESOL Quarterly, 2004, v. 38 n. 4, p. 639-662 How to Cite?
AbstractAlthough task-based teaching is frequently practiced in contemporary English language teaching, it is underresearched in state school settings. This article contributes to filling this gap in the literature by using qualitative case study data to explore how a task-based innovation was implemented in three primary school classrooms in Hong Kong. Analysis of classroom observation and interview data shows how the case study teachers reinterpreted a new curriculum in line with their own beliefs and the practical challenges occurring in their school contexts. Drawing on classroom episodes, the article highlights three issues that proved problematic when the tasks were implemented: use of the mother tongue, classroom management or discipline problems, and the quantity of target language produced. Implications for the design and implementation of task-based pedagogies in primary school contexts are discussed.
Persistent Identifierhttp://hdl.handle.net/10722/175408
ISSN
2015 Impact Factor: 1.513
2015 SCImago Journal Rankings: 1.460
References

 

DC FieldValueLanguage
dc.contributor.authorCarless, Den_US
dc.date.accessioned2012-11-26T08:58:40Z-
dc.date.available2012-11-26T08:58:40Z-
dc.date.issued2004en_US
dc.identifier.citationTESOL Quarterly, 2004, v. 38 n. 4, p. 639-662en_US
dc.identifier.issn0039-8322en_US
dc.identifier.urihttp://hdl.handle.net/10722/175408-
dc.description.abstractAlthough task-based teaching is frequently practiced in contemporary English language teaching, it is underresearched in state school settings. This article contributes to filling this gap in the literature by using qualitative case study data to explore how a task-based innovation was implemented in three primary school classrooms in Hong Kong. Analysis of classroom observation and interview data shows how the case study teachers reinterpreted a new curriculum in line with their own beliefs and the practical challenges occurring in their school contexts. Drawing on classroom episodes, the article highlights three issues that proved problematic when the tasks were implemented: use of the mother tongue, classroom management or discipline problems, and the quantity of target language produced. Implications for the design and implementation of task-based pedagogies in primary school contexts are discussed.en_US
dc.languageengen_US
dc.publisherTeachers of English to Speakers of Other Languages. The Journal's web site is located at http://www.tesol.org/s_tesol/seccss.asp?CID=209&DID=1679en_US
dc.relation.ispartofTESOL Quarterlyen_US
dc.titleIssues in teachers' reinterpretation of a task-based innovation in primary schoolsen_US
dc.typeArticleen_US
dc.identifier.emailCarless, D: dcarless@hkucc.hku.hken_US
dc.identifier.authorityCarless, D=rp00889en_US
dc.description.naturelink_to_subscribed_fulltexten_US
dc.identifier.doi10.2307/3588283en_US
dc.identifier.scopuseid_2-s2.0-33344467416en_US
dc.relation.referenceshttp://www.scopus.com/mlt/select.url?eid=2-s2.0-33344467416&selection=ref&src=s&origin=recordpageen_US
dc.identifier.volume38en_US
dc.identifier.issue4en_US
dc.identifier.spage639en_US
dc.identifier.epage662en_US
dc.publisher.placeUnited Statesen_US
dc.identifier.scopusauthoridCarless, D=13006149700en_US

Export via OAI-PMH Interface in XML Formats


OR


Export to Other Non-XML Formats