Book contents
- The Cambridge Handbook of Task-Based Language Teaching
- Cambridge Handbooks In Language And Linguistics
- The Cambridge Handbook of Task-Based Language Teaching
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Preface The Origins and Growth of Task-Based Language Teaching
- Part I The Rationale for Task-Based Language Teaching
- Part II Tasks and Needs Analysis
- 3 Why Task? Task as a Unit of Analysis for Language Education
- 4 Adapting and Advancing Task-Based Needs Analysis Methodology across Diverse Language Learning Contexts
- 4A Developing a Task-Based Approach
- 4B A Task-Based Language Needs Analysis of Syrian Refugee Parents in Turkey
- 4C Task-Based Language Teaching in a Japanese University
- 4D The Implementation of a Task-Based Spanish-Language Program in Qingdao, China
- 5 The L in TBLT
- 5A Blustery with an Occasional Downpour
- 5B “I Have a Question”
- Part III The Task Syllabus and Materials
- Part IV Methodology and Pedagogy
- Part V Task-Based Language Teaching with School-Age Children
- Part VI The Teacher in Task-Based Language Teaching
- Part VII Task-Based Assessment and Program Evaluation
- Part VIII Research Needs and Future Prospects
- Index
- References
4B - A Task-Based Language Needs Analysis of Syrian Refugee Parents in Turkey
from Part II - Tasks and Needs Analysis
Published online by Cambridge University Press: 19 November 2021
Book contents
- The Cambridge Handbook of Task-Based Language Teaching
- Cambridge Handbooks In Language And Linguistics
- The Cambridge Handbook of Task-Based Language Teaching
- Copyright page
- Dedication
- Contents
- Figures
- Tables
- Contributors
- Preface The Origins and Growth of Task-Based Language Teaching
- Part I The Rationale for Task-Based Language Teaching
- Part II Tasks and Needs Analysis
- 3 Why Task? Task as a Unit of Analysis for Language Education
- 4 Adapting and Advancing Task-Based Needs Analysis Methodology across Diverse Language Learning Contexts
- 4A Developing a Task-Based Approach
- 4B A Task-Based Language Needs Analysis of Syrian Refugee Parents in Turkey
- 4C Task-Based Language Teaching in a Japanese University
- 4D The Implementation of a Task-Based Spanish-Language Program in Qingdao, China
- 5 The L in TBLT
- 5A Blustery with an Occasional Downpour
- 5B “I Have a Question”
- Part III The Task Syllabus and Materials
- Part IV Methodology and Pedagogy
- Part V Task-Based Language Teaching with School-Age Children
- Part VI The Teacher in Task-Based Language Teaching
- Part VII Task-Based Assessment and Program Evaluation
- Part VIII Research Needs and Future Prospects
- Index
- References
Summary
To address the Turkish language needs of Syrian refugees, this study identifies target tasks critical for refugee parents in K–12 Turkish schools. It employed a triangulation of data from insider sources (parents, teachers, administrators) through non-participant observation, interviews and a questionnaire. Findings revealed that technology-mediated tasks were ranked most frequent across all school levels. Communicating and collaborating with other parents about school-related tasks was perceived to be most difficult. Based on these findings, we propose a sequence of target tasks and task types that can inform the curriculum of a task-based Turkish language course for refugee parents.
Keywords
- Type
- Chapter
- Information
- The Cambridge Handbook of Task-Based Language Teaching , pp. 109 - 120Publisher: Cambridge University PressPrint publication year: 2021
References
Further Reading
Long, M. H. (2005), ed. Second language needs analysis. Cambridge: Cambridge University Press.CrossRefGoogle Scholar
Serafini, E. J., Lake, J. B., and Long, M. H. (2015). Needs analysis for specialized learner populations: Essential methodological improvements. English for Specific Purposes, 40, 11–26.Google Scholar
Loewen, S. (2004). Second language concerns for refugee children. In Hamilton, R. and Moore, D., eds. Educational interventions for refugee children: Theoretical perspectives and implementing best practice. London: Routledge, pp. 35–52.Google Scholar
Miller, J., Austin Windle, J., and Yazdanpanah, L. K. (2014). Planning lessons for refugee-background students: Challenges and strategies. International Journal of Pedagogies and Learning, 9(1), 38–48.CrossRefGoogle Scholar
Calvert, M. and Sheen, Y. (2015). Task-based language learning and teaching: An action-research study. Language Teaching Research, 19(2), 226–44.CrossRefGoogle Scholar
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Long, M. H. (2005), ed. Second language needs analysis. Cambridge: Cambridge University Press.Google Scholar
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