TY - JOUR
T1 - Adapting the task-based methodology for learners with intellectual disabilities
T2 - Five key facets for consideration
AU - Chan, Hang
N1 - Funding information:
Special Educational Needs Section, Education Bureau, Hong Kong SAR Government
Publisher Copyright:
© 2022 The Authors. International Journal of Applied Linguistics published by John Wiley & Sons Ltd.
PY - 2022/11
Y1 - 2022/11
N2 - 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.
AB - 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.
KW - Autobiographical research
KW - learners with intellectual disabilities
KW - special education needs
KW - task-based language teaching
KW - teacher education
KW - 任務型教學
KW - 智障學童
KW - 香港特殊教育
KW - 師資培訓
KW - 傳記研究法
UR - http://www.scopus.com/inward/record.url?scp=85133636171&partnerID=8YFLogxK
U2 - 10.1111/ijal.12440
DO - 10.1111/ijal.12440
M3 - Journal article
AN - SCOPUS:85133636171
SN - 0802-6106
VL - 32
SP - 459
EP - 475
JO - International Journal of Applied Linguistics
JF - International Journal of Applied Linguistics
IS - 3
ER -