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Although Task-Based Language Teaching (TBLT) is a popular pedagogy in language teaching, teachers often fail to convey the exact demands of a task to learners. This chapter introduces a particular pedagogical practice, “task preliminaries,” to set up engaging tasks in TBLT classrooms and demonstrate how a collaborative CA intervention enables pre-service English teachers (PSETs) to use the practice in their microteaching. We conducted CA interventions with five PSETs who had participated in an English teacher-training course at a public university in Japan. Following the IMDAT (Sert, The Routledge handbook of English language teacher education. Routledge, 2019) as a basic framework of the course, we expanded the following CA-based interventions: (1) introducing CA-based classroom interactional competence, (2) transcribing and commenting by PSETs, (3) CA experts’ (both authors) analysis of and comments on PSETs’ videos, transcripts, and reports, and (4) explicit teaching of task-preliminary based on videos and transcripts. The changes documented between the first and second rounds of microteaching demonstrate the particular impact of these interventions on PSETs’ practices. Our study also shows how a course instructor, the first author, in collaboration with an external mentor, the second author, can provide a fresh perspective on identifying a problem and providing a solution during CA-based PSET training.

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Training “Task Preliminaries”: A Case of Collaborative Interventions in an English Teacher Education Context in Japan

  • 章节

  • 发表日期：

    2025年

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  • Mika Ishino,
  • Junko Takahashi

摘要

Although Task-Based Language Teaching (TBLT) is a popular pedagogy in language teaching, teachers often fail to convey the exact demands of a task to learners. This chapter introduces a particular pedagogical practice, “task preliminaries,” to set up engaging tasks in TBLT classrooms and demonstrate how a collaborative CA intervention enables pre-service English teachers (PSETs) to use the practice in their microteaching. We conducted CA interventions with five PSETs who had participated in an English teacher-training course at a public university in Japan. Following the IMDAT (Sert, The Routledge handbook of English language teacher education. Routledge, 2019) as a basic framework of the course, we expanded the following CA-based interventions: (1) introducing CA-based classroom interactional competence, (2) transcribing and commenting by PSETs, (3) CA experts’ (both authors) analysis of and comments on PSETs’ videos, transcripts, and reports, and (4) explicit teaching of task-preliminary based on videos and transcripts. The changes documented between the first and second rounds of microteaching demonstrate the particular impact of these interventions on PSETs’ practices. Our study also shows how a course instructor, the first author, in collaboration with an external mentor, the second author, can provide a fresh perspective on identifying a problem and providing a solution during CA-based PSET training.