Published online by Cambridge University Press: 07 October 2019
Task-based teaching has faced considerable criticism from teachers and teacher educators who maintain allegiance to more traditional approaches to teaching. Chapter 12 considers these outsider-criticisms (i.e. criticisms that originate from opponents of TBLT) and the misunderstandings that underlie them while also acknowledging a number of real issues they raise that need to be addressed if TBLT is to progress in the future. The chapter also looks at insider-critiques (i.e. issues raised by advocates of TBLT). One such issue concerns how to define and investigate the complexity of tasks as a principled basis for sequencing tasks in a syllabus. We discuss the different positions regarding such issues.