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

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) societalinstitutional 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 AsiaPacific 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.Communicative language teaching (CLT) and task-based language teaching (TBLT) have influenced English language teaching worldwide, and Asia is no exception to this trend. In many parts of Asia, there has been mounting criticism of the traditional approaches to English language teaching, such as the grammartranslation and audio-lingual methods. These traditional ways of teaching can be characterized as synthetic approaches, and a common critique of such approaches is that they fail to help students develop a high level of communicative 36

Revisiting the Implementation of Task-Based Language Teaching (Tblt) in Indonesian Secondary School: Current Issues and Possibilities

“…Similarly, Butler (2011) has also identified the enormous use of first language by the learners in Asian countries. He further explained that in order to achieve a greater absorbing of 'task', the use of L1 by the students is considerably needed.…”

“…We should acknowledge that the practice of Task-Based Language Teaching (TBLT) has been flourishing around the world; numerous of research has appeared with reports on its compatibility in the scope of Asian countries (Nunan, 2006;Littlewood, 2007;Butler, 2011;Lai, 2015). In regard to this concern, nevertheless, it is identified that the study regarding TBLT in Indonesian context is limited.…”

Changing Trainee Teachers’ Perceptions of School-Based Assessment in Malaysia: an Exploratory Study

“…More recently school-based assessment has begun to make inroads into Asia (e.g., Butler, 2011;Chong, 2009;Davison, 2007). However, studies to date in Malaysia have primarily focused on implementation issues of SBA.…”

The Impact of Task-Based Language Teaching on Iranian Female Intermediate EFL Learners’ Writing Performance

“…He approved superiority of Task-based language teaching over traditional methods. At the same time in Asia, Butler (2011) investigated implementation of communicative and Task-based language teaching in Asia-Pacific region. The researcher found TBLT being adopted and used in many countries, while facing some challenges like: conceptual constraints, classroom-level constraints and societal institutional level constraints.…”