GU STARTALK - Resources

There are no active STARTALK programs at this time.

Alternative programs here

While STARTALK-TBLT is not currently being offered, the instructional team has made digitally available a variety of resources from the program. These resources provide a starting place for K-16 instructors interested in learning about second language acquisition research and task-based language teaching. Issues accessing any of the resources? Contact Caitlyn Pineault at cap187@georgetown.edu

GU-STARTALK-TBLT Digitial Resource Repository

Second Language Acquisition

How Languages Are Taught

Introduction to TBLT

Curriculum Development

Materials Design

Additional Resources

A curated and annotated compilation of free, online resources to support TBLT implementation efforts in your context

Teaching Approaches

There are many different types of theories and methods that focus on how languages are best learned and should be taught. These methods occur on a spectrum; three well-known methods are described here. TBLT, specifically, is classified as a method underneath communicative language teaching (CLT).

Reflect on your own language classroom. Of the three methods described below, which one is your own teaching method most similar to? Which method do you imagine to be most effective?
What are the benefits and drawbacks of all three methods?
Once you have developed your understanding of TBLT, consider why it is considered to be a communicative teaching approach.

Task Criteria

Over the history and continuous development of TBLT, the definition of ‘task’ has been debated and varied. Linguist Rod Ellis’ four criteria of a task is one of the most popular conceptualizations of what a task constitutes. Those four criteria are detailed below.

Are there any criteria that have already been implemented in your language classroom? Which criteria, if any, are new?
Are there any criteria that you do not agree with or understand?
How do these criteria influence your prior understanding of second language acquisition?

The Task Cycle

The completion of the ‘task’ is never just focused on the task itself. Tasks occur in three distinct phases that learners carry out: the pre-task, task, and the post-task. Each phase contributes and develops meaningful knowledge and ability of a learner’s linguistic repertoire.

Spend some time specifically reflecting on the purpose of the pre-task and the post-task. Why are these phases so important? How do they contribute in making TBLT different from other language teaching methods?
A phase cycle does not necessarily occur only once; each phase can occur multiple times. What are the benefits of this cyclic aspect in language learning?

SLA-TBLT Connections

TBLT and its roots in communicative language learning allow for the presence of all four core components that are needed in order for second language acquisition to occur.

Think of the other ways of language teaching you have either experienced or heard of. Do those methods incorporate the four SLA components?
Does your current understanding of TBLT allow for these connections to be made? If possible, think of specific examples of a task cycle that sees the four SLA components.

Camp Infographics

Click on the headers below to view the infographics (and related questions) regarding camp content!

Gaps in Knowledge

While one of the criteria of a task is some sort of gap in informational or communicative knowledge, there are three main types of 'gaps' that may occur during a task. These three gaps are detailed below.

What does each 'type of gap' provide to learners? Why are they important?
Take some time to brainstorm a few task themes that would utilize each type of gap? What is the outcome of the task and how does the 'type of gap' influence the outcome?
What are the benefits of each 'type of gap'? What are the difficulties?

Task Types (Pica et al., 1993)

A task will look different depending on the goal of the task itself. Pica et al. (1993) detail several different types of tasks that students can complete where the type of information gap, goals, and outcomes may vary.

What example task themes and tasks could be created for each type of task below?
What are the benefits and/or potential drawbacks to each type of task?

Modifying Input & Resources

As students learn a language, there will inevitably be elements that are difficult for them to understand. To ensure that students are receiving input that they will be able to work with, input and resources may need to be modified. There are various ways to modify these resources that can be beneficial for students.

How you would apply these modifications to any current resources you have and/or use.
What are the benefits of each type of modification? In which proficiency level, or situation would you use them?
What are the potential drawbacks and difficulties with each type of modification?

The TBLT Task Bank

Run by researchers at Indiana University, the TBLT Task Bank is a wonderful resource for you to utilize! Researchers and teachers alike are able to upload tasks and receive feedback from the project team. There are filters that will help you search for tasks depending on the specific conditions that are present in your own classrooms. You may even be able to modify each existing task to fit your own classroom needs as well.

Feel free to submit one of your own tasks to the Task Bank!

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