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Cited by 470EFL/ESL Teaching and LearningSecond Language Learning and TeachingEnglish Language Learning and Teaching

The Implementation of Communicative and Task-Based Language Teaching in the Asia-Pacific Region

Butler, Yuko Goto·2011·Annual Review of Applied Linguistics
DOI 10.1017/s0267190511000122
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Abstract

Communicative language teaching (CLT) and task-based language teaching (TBLT) have been widely adopted in the Asia-Pacific region, with a number of Asian countries strongly promoting CLT and TBLT in their curricula and English language education policies. Despite their popularity, a number of challenges have arisen in connection with implementing CLT and TBLT in Asian classrooms. The challenges that have emerged include (a) conceptual constraints (e.g., conflicts with local values and misconceptions regarding CLT/TBLT); (b) classroom-level constraints (e.g., various student and teacher-related factors, classroom management practices, and resource availability); and (c) societal-institutional level constraints (e.g., curricula and examination systems). These constraints have led some to argue that successfully implementing CLT and TBLT in Asia requires adaptation to local environments, such that CLT and TBLT become embedded in local practices. Although there have been a growing number of reports of various CLT/TBLT implementation efforts in different Asia-Pacific regions, we still have only a limited understanding of how best to achieve contextually embedded adaptations and how they affect students’ English learning. After reviewing relevant studies, this article suggests potential options for moving forward, including (a) employing more contextually feasible and flexible interpretations of CLT and TBLT, (b) implementing decentralized or innovative language-in-education polici…

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  • Teachers may lack confidence in their L2 proficiency and therefore feel unable to use tasks.

    “Teachers may lack confidence in their L2 proficiency and thus feel that they cannot use tasks (Butler, 2011).”

    From Position paper: Moving task-based language teaching forward (2017) · cites this paper as Butler, 2011

  • Many teachers and students believe that CLT is an ineffective way to prepare for traditional assessments.

    “Moreover, in relation to external constraints, discussed below, many teachers and students believe that CLT is an ineffective way to prepare for traditional assessments (Butler 2011).”

    From 'In reality its almost impossible': CLT-oriented curriculum change (2015) · cites this paper as Butler 2011

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Authors
Butler, Y. G.
Corresponding author
Butler, Yuko Goto
ORCID
Butler, Yuko Goto
Venue
Annual Review of Applied Linguistics
Publisher
Cambridge University Press (CUP)
Published
2011-03
Volume
31
Pages
36-57
ISSN
  • 0267-1905 (ISSN-L)
  • 1471-6356
DOI
10.1017/s0267190511000122
OpenAlex
W2170764416
Cited by
456
References
114
Citations by year
2026: 42 · 2025: 20 · 2024: 22 · 2023: 30 · 2022: 67 · 2021: 72 · 2020: 28 · 2019: 45 · 2018: 25 · 2017: 28 · 2016: 22 · 2015: 19 · 2014: 19 · 2013: 14 · 2012: 3
FWCI
95.14
Type
journal article
Language
en
Open access
closed
Licence
www.cambridge.org/core/terms (unspecified, 185 d)
Locations
Annual Review of Applied Linguistics (publishedVersion)
Topics
  • Social Sciences › Arts and Humanities › Language and Linguistics › EFL/ESL Teaching and Learning
  • Social Sciences › Arts and Humanities › Literature and Literary Theory › Second Language Learning and Teaching
  • Physical Sciences › Computer Science › Information Systems › English Language Learning and Teaching
Keywords
communicative language teaching, task-based language teaching, language teaching policy, English language teaching, curriculum implementation, Asia-Pacific region, language education policy, examination system, classroom management, learning communities, teacher misconceptions

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