Reading Tasks as a Pathway for Embracing TBLT in Asia: A Response to Ellis (2024)

Abstract

Building on Ellis’s (2024) proposal for a modular language curriculum that combines Task-Based Language Teaching (TBLT) and Task-Supported Language Teaching (TSLT) in an Asian context, this article argues that reading tasks can facilitate the adoption and implementation of TBLT in Asia. The article begins with a brief review of previous research that highlights the complexities and challenges of implementing TBLT in Asian classrooms, including the misconception that TBLT primarily emphasizes speaking tasks. In response, this article proposes that reading tasks, due to their alignment with instructional practices and cultural expectations in many Asian classrooms, can serve as a more practical and adaptable means for embracing TBLT. Highlighting their ability to deliver target linguistic constructions effectively while integrating other language skills, this article explores the potential of reading tasks to foster authentic and communicative language use, paving the way for a more context-sensitive implementation of TBLT in Asia.

Keywords

Full text

How to cite