Series Title: Task-Based Language
Teaching: Issues, Research, and Practice
Series Editors: Martin Bygate, John Norris, Kris Van den Branden
Series Publisher: John Benjamins
Overview of the series:
Task-Based Language Teaching (TBLT) is an educational framework for
the theory and practice of teaching second or foreign languages. It
is based on a constellation of ideas issuing from philosophy of education,
theories of second language acquisition, empirical findings on effective
instructional techniques, and the exigencies of language learning
in contemporary society. Though there is broad interest in the potential
value of TBLT to foster worthwhile language teaching and learning,
there is also considerable diversity in the theoretical scope, applied
practice, and research that corresponds with the TBLT name.
In concert with current
interest in Task-Based Language Teaching, this book series is devoted
to the dissemination of TBLT issues and practices, and to fostering
improved understanding and communication across the various clines
of TBLT work. As series editors, we seek to publish cutting-edge work
that defines and advances the domain. Empirical research, theoretical
discourse, and well-informed practical applications of TBLT constitute
the core features highlighted in the series. We welcome edited as
well as authored volumes, and we invite submissions related to the
full diversity of language education contexts, including bi- and multi-lingual,
heritage, second, foreign, child, and adult language learning.
The targeted audiences
for this series include students, scholars, practitioners, and policy
makers around the globe. Key among these are:
1. University undergraduate and graduate students engaged in courses
of study related to language teaching, applied linguistics, second
language studies, second language acquisition, and other fields.
2. Academics conducting research and teaching on TBLT, language pedagogy,
second language acquisition, and related disciplines.
3. Educators and policy makers concerned with work at the interface
between instructional practice and the value of language learning
in schools and for the benefit of individuals and society.