Task-Based Language Teaching | Issues, Research and Practice

Marta González-Lloret | University of Hawai`i at Manoa | marta at hawaii.edu
John M. Norris | Educational Testing Service | norrisjm123 at gmail.com
ORCID logoAndrea Révész | University of London | a.revesz at ucl.ac.uk

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.

Invitation for proposals

Book proposals are invited. For specific TBLT proposal guidelines please contact one of the series editors.

Kris Van den Branden
2022. xiii, 292 pp.
Rosemary Erlam and Constanza Tolosa
2022. ix, 282 pp.
Edited by Zhisheng (Edward) Wen and Mohammad Javad Ahmadian
2019. xxiii, 328 pp.
Edited by Virginia Samuda, Kris Van den Branden and Martin Bygate
2018. viii, 292 pp.
Edited by Martin Bygate
2018. x, 334 pp.
Edited by Naoko Taguchi and YouJin Kim
2018. x, 312 pp.
Natsuko Shintani
2016. xi, 199 pp.
Edited by Martin Bygate
2015. xxiv, 325 pp.
Edited by Heidi Byrnes and Rosa M. Manchón
2014. xi, 312 pp.
Edited by Marta González-Lloret and Lourdes Ortega
2014. vi, 336 pp.
Edited by Peter Skehan
2014. xii, 266 pp.
Edited by Ali Shehadeh and Christine A. Coombe
2012. xix, 364 pp.
Martin East
2012. xix, 259 pp.
Edited by Peter Robinson
2011. xii, 345 pp.
Edited by Kris Van den Branden, Martin Bygate and John M. Norris
2009. ix, 512 pp.