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The Implementation of Communicative and Task-Based Language Teaching in the Asia-Pacific Region

Published online by Cambridge University Press:  02 September 2011

Yuko Goto Butler
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Abstract

Communicative language teaching (CLT) and task-based language teaching (TBLT) have been widely adopted in the Asia-Pacific region, with a number of Asian countries strongly promoting CLT and TBLT in their curricula and English language education policies. Despite their popularity, a number of challenges have arisen in connection with implementing CLT and TBLT in Asian classrooms. The challenges that have emerged include (a) conceptual constraints (e.g., conflicts with local values and misconceptions regarding CLT/TBLT); (b) classroom-level constraints (e.g., various student and teacher-related factors, classroom management practices, and resource availability); and (c) societal-institutional level constraints (e.g., curricula and examination systems). These constraints have led some to argue that successfully implementing CLT and TBLT in Asia requires adaptation to local environments, such that CLT and TBLT become embedded in local practices. Although there have been a growing number of reports of various CLT/TBLT implementation efforts in different Asia-Pacific regions, we still have only a limited understanding of how best to achieve contextually embedded adaptations and how they affect students’ English learning. After reviewing relevant studies, this article suggests potential options for moving forward, including (a) employing more contextually feasible and flexible interpretations of CLT and TBLT, (b) implementing decentralized or innovative language-in-education policies, and (c) creating communities of learning outside of the classroom as well as in the classroom.

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Type
SECTION A: SECOND LANGUAGE INSTRUCTION IN DIFFERENT SETTINGS
Information
Annual Review of Applied Linguistics , Volume 31 , March 2011 , pp. 36 - 57
Copyright
Copyright © Cambridge University Press 2011

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References

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Two special volumes on TBLT in Asia were published in the late 2000s: One was in the Asian EFL Journal Quarterly in 2006 and the other was in Asia Journal of English Language Teaching in 2009.

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