TBL Framework: teachers' role

Tasked Based Learning distinguishes itself from other approaches by focusing attention on language right at the end of the class. You can see an illustration of the framework in this post. I would like to describe the role of teachers within the framework.

In the Pre-task cycle (besides being the input source number one) the teacher should provide tangible examples of what the task would look like, and accompany this presentation with lots of rich and comprehensible input. The amount of input is decided by the teacher in accordance to the task and of course the proficiency level of the students.

Later, in the task cycle, the teacher is a guide who helps students when they ask for help, or whenever there is something important to highlight. Correction then is done when students need it when trying to fulfill the task.

Finally in the Language Focus part, the teacher takes control of the class and helps students analyze the language just used and practice it. He or she also encourages students to formulate hypothesis, test them and improve them.

In this observation the framework was followed step by step so teaching was somehow easier to do. This was possible because the students have been involved in this framework for more than a couple of years, and also because these students are advanced students of English. More than learning something new, I observed these particular students were going over concepts they already had, and practicing their speaking skill.

Nevertheless I did not observe the teacher provided samples of what the task would look like, I saw her explaining in detail and referring to the book from time to time, but the teacher herself was not doing the task and showing it to her students. I wonder if this was ok in this level but will not work in lower ones. If students are not proficient enough in the target language, and don't see what they are expect to do, would they do the correct thing? If teachers put on students shoes and do with them the tasks proposed, I believe there would be a better understanding for students, and teachers will be able to foresee possible problems in the development of the task.

Finally I would like to add that this framework could be (and personally I feel it should be) changed when working with novice students. This is a fact I found in the literature review I did and supported by the teachers I interviewed. When working with novice students there is a need of language beforehand, therefore it is up to teachers to re inverse the order of this framework and begin by Language Focus, and later go into Pre-task and Task cycles, ending up in Language Focus again. I also found that working with novice students will also require some use of their native language while they get the instructions of the task, as well as the routine of working with the framework. This is something I didn't talk about in my interviews or couldn't observe in my experience, anyway I think it makes sense and will help a lot.