Martin East

The University of Auckland, New Zealand

Abstract

In the ‘Key Constructs in Language Teaching’ article written by Rod Ellis (Ellis, 2024), Rod discusses the modular curriculum concept as a means of accommodating the distinctions between taskbased language teaching (TBLT) and task-supported language teaching (TSLT). In this response article, I provide a complementary perspective on how the differences between TBLT and TSLT may be addressed in practice, drawing on and influenced by my work with teachers in my role as a language teacher educator. I start by outlining my association with Rod and his academic work in the context in which we have both worked – New Zealand. I go on to present the central ideas Rod put forward in his article. I then provide my own viewpoint. Finally, I compare our perspectives and draw some conclusions for TBLT in theory and practice.

Keywords

Task-based language teaching (TBLT), task-supported language teaching (TSLT), teachers' perspectives