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. The basic notions associated with TBLT are quickly gaining popularity around the globe, as witnessed by the recent publication of numerous volumes on the topic, several special issues in academic journals (including LTR), and not least, the emergence of an international conference series on TBLT (see http://www.tblt.org and http://www.tblt2007.org). Though still a very new and developing domain, one common criticism of TBLT has been that there are only few examples of its application in practice. Two recent edited collections offer evidence to the contrary by compiling numerous examples of TBLT ideas being applied in second and foreign language instruction. Given the important focus of these collections on real-world examples of TBLT ideas in practice, in this issue I have invited two groups of teacher-researchers from my home institution to read, discuss, and comment on the contributions of these two books. Their collective insights in the following reviews offer both theoretically informed and practically grounded commentary, which I hope will be of use to LTR readers as they consider the rapidly evolving status of task-based language teaching. John M. Norris Corony Edwards andJane R. Willis, editors, 2005: Teachers exploring tasks in English language teaching. New York: Palgrave Macmillan. 298 pp. $31.95 (PB). ISBN 1-4039-4557-8Much of the literature to date on task-based language teaching (TBLT) is primarily theoretical in nature, with different scholars advocating more or less related models for language teaching and learning, based upon a variety of task-based principles (e.g.
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