Encouraging innovation in a modern foreign language initial teacher education programme: What do beginning teachers make of task-based language teaching?

TLDR

Task‑based language teaching (TBLT) is a learner‑centred, experiential approach that has sparked controversy in secondary modern foreign‑language classrooms. This study examines a New Zealand secondary initial teacher education programme that has adopted TBLT as a focal pedagogical strategy following curriculum reform. Using year‑long critical reflections from participants, the article investigates how teachers develop understandings of TBLT and assess its suitability for New Zealand secondary schools. Beginning teachers reported overall enthusiasm for TBLT but identified implementation challenges, noting that local school contexts and experienced colleagues’ receptivity influence task success, leading the authors to conclude that teacher education plays a key mediating role in adopting MFL innovation.

Abstract

Task-based language teaching (TBLT) is an innovative learner-centred and experiential approach to modern foreign language (MFL) teaching and learning that is not without controversy in the secondary MFL classroom. This article considers one secondary-level initial teacher education programme in New Zealand in which, following school curriculum reform, TBLT has become a specific focus. Drawing on aspects of participants' critical reflections as part of the year-long programme, the article explores participants' developing understandings of TBLT and its suitability for New Zealand's secondary schools. It was found that beginning teachers were generally positive about TBLT. They also perceived several challenges to its successful implementation. Reflections after experiences in schools revealed that local school contexts, including the levels of understanding of, and receptivity to, innovation among more experienced colleagues, made a difference to successful task utilisation. The article draws some conclusions about the role of teacher education in mediating innovation in MFL teaching successfully.