Chapter 11. Teacher IDs and task adaptations

Abstract

This multi-site study explores how 18 graduate-level L2 teacher participants adapted tasks from the TBLT Language Learning Task Bank for specific learner needs and teaching contexts, and if their individual differences (IDs) influenced their adaptations. Participants first completed a questionnaire about their experiences as L2 learners and teachers, their knowledge of TBLT, and how they search for course materials. They then defined a teaching context (current, past, or prospective), specified a task need (i.e., communicative practice of a specific linguistic target), and identified task features to search for in the Task Bank. Next, participants screen captured and recorded their search and evaluation of possible tasks while thinking aloud, choosing one to adapt to their context. Finally, participants watched their video and submitted a written reflection. Bottom-up thematic analysis was used to determine how participants adapted the tasks from the Task Bank, if their IDs related to the ways they adapted their selected task, and whether these adaptations aligned with their specific teaching context. The results showed that all 18 teachers were successful in adapting their tasks to align with their stated teaching context and learner needs, demonstrating that the Task Bank works well for the target audience of diverse teachers. It was also found that teacher IDs did not play a role in their task adaptations when examined separately. However, a qualitative cluster analysis showed that more experienced teachers tended to focus on providing linguistic instruction and increasing interaction in task adaptation while less experienced teachers utilized a wide array of techniques. The minimal ID cluster profiles that were discernible lend support to the consideration of IDs in tandem with – rather than in isolation from – each other.