Optimal conditions for TBLT? A case study of teachers’ orientation to TBLT in the commercial EFL for adults sector in the UK

This chapter reports on case studies with experienced teachers of EFL to adults working in private language schools in London, a context which is assumed to be well-suited to the implementation of TBLT. Observation and interview data is used to shed light on teachers’ understanding, attitudes, beliefs and classroom practices related to TBLT. It is argued that the approaches used by these teachers can be related to key aspects of TBLT in the research and teacher education literature. However, it is also clear that these teachers use TBLT flexibly and selectively within an eclectic approach. Tasks are used alongside other techniques and activities, combined with PPP and other language-centred approaches, and the main rationale for using tasks is skills-using rather than knowledge-creating. In addition, the way teachers implement tasks differs from specifications in the literature. Reasons for these differences and implications for researchers, teachers and teacher educators are explored.