Adapting the task-based methodology for learners with intellectual disabilities: Five key facets for consideration

Hang Chan*

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

Abstract

Conceived within an input–output metaphor of language processing, many traditional assumptions regarding the task-based language teaching (TBLT) approach are finding the teaching of English to learners with special education needs (SENs) difficult. In this concept-based article, I retrace the process of conceiving a “task-supported ecology” for a group of learners with intellectual disabilities by balancing viewpoints of TBLT theorists, ecological psychologists, specialists, and policy-makers. The resulting framework emphasizes ecology to be a capacious concept and also the importance of goal-oriented navigation. I also note how these characteristics resonate with a classic TBLT definition, which contains traces of ecological ideas. The paper presents an evaluation of the TBLT framework, concluding that the less restrictive environment of special schools may offer better-than-expected prospects for implementing this pedagogy.


Original languageEnglish
Pages (from-to)459-475
Number of pages17
JournalInternational Journal of Applied Linguistics (United Kingdom)
Volume32
Issue number3
Early online date9 Jul 2022
DOIs
Publication statusPublished - Nov 2022

Scopus Subject Areas

  • Language and Linguistics
  • Linguistics and Language

User-Defined Keywords

  • Autobiographical research
  • learners with intellectual disabilities
  • special education needs
  • task-based language teaching
  • teacher education
  • 任務型教學
  • 智障學童
  • 香港特殊教育
  • 師資培訓
  • 傳記研究法

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