Third International Conference on Task-based Language Teaching
posted by Jürgen Kurtz, Karlsruhe University of Education, Germany
The 3rd Biennial International Conference on Task-based Language Teaching will be held at the University of Lancaster, September 13-16, 2009. It is intended to bring together researchers and educators from around the world “to share and learn from one another’s innovations and research in task-based language teaching”. The conference theme is “Tasks: Context, Purpose and Use”. Special emphasis is placed on the following topics:
Curriculum, syllabus and course design
Evaluation, assessment, and testing
Information technologies
Language corpora
Language learning and language use
Pedagogy
Professional needs
Research paradigms
Socio-contextual factors
Teacher development
The learner
For more specific information, click on the link above.
Categories: foreign language education · foreign language learning · foreign language learning and teaching · foreign language pedagogy
Tagged: task-based learning, foreign language education, TEFL, TESOL, foreign langauge learning, CLT, task-based language learning and teaching
2 responses so far ↓
Emily Speed // November 4, 2008 at 8:06 am |
This conference sounds like a wonderful idea. As a potential foreign language educator, I could really see myself benefitting from it. I especially like that the conference addresses information technologies and socio-contextual factors. As the world becomes smaller and smaller, those who teach foreign language must be up to date with new advances in technology. Furthermore, if one is educated about socio-contextual factors of a particular language, he has a lot more to offer to his students making the learning process more interesting and worthwhile. Maybe if I’m lucky, I’ll be able to attend this conference.
Santosh Mahapatra // December 3, 2008 at 1:12 pm |
I would love to know about every single issue discussed in the conference. I sincerely hope, this conference will benefit many researchers like me working in the same field. At a crucial juncture when contextual pedagogy is dominating the teaching-learning scenario, the conference will be immence help.