Caitlyn Pineault

As the central construct in task-based language teaching (TBLT), “task” has been defined in a myriad of ways. Though popular criterion-based definitions offer a tantalizingly straightforward description of the construct, they have, at times, proved difficult to apply in practitioner contexts. With over 17 definitions identified in the literature, prominent scholars have advocated for efforts that offer a more unified understanding of “task” that may be better able to support task-based language teaching in implementation initiatives. This exploratory, qualitative study examines how two cohorts of K–16 U.S.-based world language teachers ( n = 35) approached task design in a task-based teacher education program from a materials development perspective. An analysis of the 114 activities teachers created revealed that although submissions had task characteristics, the intricacies of their designs were not adequately captured by traditional task criterion. Subsequent analysis following a directed content approach identified five distinct categories of activity design. Advancing previous interest in expanding the binary distinction of “task” versus “non-task,” we drew on these categories to develop the Activity Design Typology. The typology serves as a resource for understanding, explaining, and evaluating instructional tools for their pedagogic and empirical value. Use cases for the task typology are discussed in relation to initiatives aimed to further instructed second language acquisition research agendas and support TBLT implementation efforts.

Though teachers have been shown to be widely influential in effective task-based initiatives (e.g., Van den Branden, 2016 ), research on teachers and task-based language teaching (TBLT) has primarily explored how teachers develop or adapt tasks for use in their own contexts during professional development workshops or pre-service teacher programs (e.g., Erlam, 2016 ; Gurzynski-Weiss et al., 2024 ). In comparison, how teachers perceive the strengths and limitations of task characteristics has been less commonly examined. To address this gap, this multi-site study utilizes a mixed-methods design to examine teacher insights about the defining qualities of language learning activities. Two cohorts of pre- and in-service language educators ( N = 40) teaching five different target languages were recruited from task-based teacher education programs in the United States and Japan. After learning about key characteristics of tasks ( Ellis & Shintani, 2013 ; Long, 1985 ; Skehan, 1996 ; Willis & Willis, 1996 ), teachers evaluated the quality of a series of sample language learning activities. Teachers then participated in a post-evaluation interview about their ratings. Results reveal how teachers differentiate the characteristics and quality of tasks and highlight the factors influencing their ratings. The study contributes to ongoing efforts to bridge the divide between research and practice within TBLT initiatives, providing insights into teachers’ decision making. Implications for task-based teacher education, such as how constructs like the definition of ‘task’ could be better articulated when working with teachers, are also discussed.

This article explores how one open-access space, the TBLT Task Bank, can serve as a springboard for communities of practice (CoP; Lave & Wenger, 1991 ) and professional development (PD) to inform and advance both teacher education and research in TBLT. As a central, open-access repository, the Task Bank not only hosts pedagogical resources but also fosters sustained, critical engagement among diverse stakeholders including language teachers and teacher educators. Through local and global CoPs and professional development (PD), the Task Bank creates meaningful collaborative opportunities, offering a dynamic model for integrating open science and teacher education in applied linguistics.

In the absence of cohesive national policy or established federal requirements for K–12 world language education, any existing government policies are typically set at the state or local level. State legislation establishes and guarantees opportunities for students, making it an important lever for change. In this study, we examine statutes and legislative codes in all 50 states and the District of Columbia to understand if and how state governments require world language education in K–12 public schools. Our results show that it is rare for states to have requirements at the elementary and middle school levels. Many states have legal requirements for world language education in high school, including 13 states which require world language study for a standard or advanced high school diploma. Overall, world language is not prioritized in state education policy and is not typically treated as a core subject. We consider these policy results in light of available data on the prevalence of K–12 world language programs (NCES, 2024) and discuss implications for strengthening state and local advocacy in support of expanded world language instruction.

Many scholars have identified teacher education (TE) as a crucial site for strengthening the research–practice interface. Much of this work has focused on formal TE opportunities, English‐language instructors, or university‐level contexts. Less is known about how other educator demographics engage with second language (L2) research throughout their careers. This mixed‐method study explores how K–12 world language practitioners (N = 57) engage with and perceive L2 research in continuing professional development (CPD). Following a sequential, explanatory design, the study draws on questionnaire and interview data to explore how CPD contributes to these practitioners’ research engagement. Descriptive statistics revealed that participants are highly involved in CPD. However, only a third of their CPD activities featured research. While practitioners expressed favorable impressions of research, qualitative analysis uncovered contradictions between their conceptions of its purpose. Together, findings suggest that initiatives to strengthen the researcher–practitioner interface which would be met positively here, provided they do not impose time or financial burdens and align with practitioners’ professional goals. Given participants’ regular attendance, CPD emerged as a crucial site for those aspiring to strengthen research–practice connections. Implications for stakeholders who conduct classroom‐based research, lead CPD, or facilitate practitioner partnerships are discussed.