A 5-Dimensional Framework for Task-based Designs: Training, Practising, and Validation

Within Task-Based Language Teaching (TBLT), predominant frameworks of task have been widely applied to general learners who, through negotiation, meaning- making, and prompted modification, improve their communicative competence. This implicit assumption, which relates to learners in general, presents fundamental challenges in the context of a Special Education (SE) classroom, where some students may have delayed cognitive development and difficulties with verbal communication. This research presents a study involving 7 teachers who attempted to adapt TBLT to SEN classrooms. Among the outcomes is the proposal of a 5-dimensional TBLT framework to help teachers assess task-basedness in lessons. To this end, the study evaluated the feasibility of TBL in classes with students who have mild intellectual disabilities. Findings from 250 lesson observations documented positive ratings of task-based lessons, with students appearing more engaged. Exploratory factor analysis indicated that the structure of the TBLT assessment framework was represented by a 5-dimensional model. These findings emphasise the importance of focusing on context, input, and dialogic mediation when implementing TBLT in special schools. The model explains 48.5% of the variance in TBLTness, leading us to identify some other atypical TBLT features in an SEN classroom. We propose a redefinition of TBL and its traits for learners with special needs.