I recently attended the Hispanic Linguistics Symposium 2022, a three-day virtual conference on theoretical and applied linguistics. The 30-minute session on pedagogy was especially interesting to me, as I recognize the importance of constantly updating my teaching methodologies with new educational trends.
The presenter, Xavier Gutiérrez, talked about the study on the implementation of task-based learning (TBL) in a teaching Spanish Language program at the University of Alberta. The study was an answer for more systematic accounts of how TBLT is developed and delivered in actual educational settings, and concerns of teachers regarding the time students have to practice the second language (L2) in the classroom. This approach was implemented in the beginners and intermediate levels of Spanish language courses, where 11 instructors and 376 students participated in a five years investigation. The data collection included learning journals (67), focus groups (65), student's questionnaires (376), instructors' questionnaires (5), observations, and field notes (instructional team meetings).
The study showed some advantages, withdraws, and suggestions when implementing a TBLT methodology in classes. Students and teachers felt that the applications of TBLT seem practical since it focuses on the real-life uses of the language, motivates (applicability) students, and give self-confidence to them in the target language, bringing meaningful opportunities to use the L2 in the classroom. Despite these advantages, both students and teachers perceived the class as lacking an emphasis on grammar and would prefer "traditional methods" to feel they were learning and teaching grammar. Among the disadvantages, extensive and grammar-focus exams in the first year of the implementation caused frustration and anger in students, who showed relatively lower grades. The second year they removed those exams, and the reactions were significantly better since it took the pressure off students and allowed them to showcase their language ability. Finally, the study suggested that the implementation of TBLT is a slow, long-term process that requires subsequent acceptability, gradual modification, workshops, multiple sources of information, materials with a TBLT pedagogical approach, and students' needs attention. For example, the mini-lessons were extra work for students who expressed needing more grammar in classes.
I consider that this study helped me realize what I should take into account when implementing a new pedagogical approach in class. For example, it helps me keep in mind that the positive results of making changes within the course may not always be positive immediately. Sometimes, as this study mentioned, it can take time, and we must also consider being flexible to meet the needs of students. Also, it is essential to incorporate a method to evaluate our students that go alongside the approaches presented in class, especially those that are more based on real-life uses than grammar aspects. I think pedagogy seen from a critical approach should consider adapting classes more to communicative practices that work together with TBL and Project-based learning. Since as mentioned in the previous study, this would make students feel more motivated in class and confident when speaking the target language and would provide significant opportunities to practice the L2 in class and progressively outside of it.