Task‐based language teaching and rigorous instruction in beginning English as a second language classrooms

Abstract

Learning an additional language as well as acquiring skills for careers and educational opportunities are lifelong learning endeavors. Adult English language learners (ELLs), particularly those at the beginning English proficiency levels, require instruction offering opportunities to meet their goals in life. Using tasks in English as a second language classrooms might respond to this tall order. This article discusses task‐based language teaching, outlines the benefits of using tasks, provides guidelines for implementing tasks in beginning English as a second language classrooms, and suggests ways on how to adapt textbook materials into tasks.