IMPLEMENTATION OF CONTENT-BASED AND TASK-BASED LANGUAGE TEACHING IN ESL CLASSES

Abstract

This research explores the effective integration of Content-Based Language Teaching (CBLT) and Task-Based Language Teaching (TBLT) methodologies in English as a Second Language (ESL) classes to optimize language acquisition and proficiency. The study investigates the synergistic impact of combining content-rich materials with purposeful, real-life tasks, aiming to provide a comprehensive language learning experience for ESL learners. The implementation of CBLT involves the incorporation of subject-specific content into language instruction, encouraging learners to engage with language in meaningful contexts. This approach not only fosters language development but also enhances students' understanding of various academic subjects, promoting a more holistic and immersive language learning experience.
Furthermore, TBLT is integrated into the instructional design, emphasizing the completion of communicative tasks that mirror real-world scenarios. Through collaborative and interactive activities, ESL learners are encouraged to apply language skills in problem-solving and communicative contexts, fostering practical language use and increasing motivation for learning. The study adopts a mixed-methods approach, combining quantitative assessments of language proficiency with qualitative analyses of student engagement and perceptions. Evaluation criteria include language proficiency tests, classroom observations, and student feedback surveys, providing a comprehensive overview of the impact of CBLT and TBLT on ESL learners. The findings aim to contribute valuable insights into the effectiveness of combining CBLT and TBLT in ESL classrooms, shedding light on the potential benefits for language acquisition and overall proficiency. Ultimately, this research advocates for a more nuanced and holistic approach to ESL instruction, aligning with contemporary pedagogical theories and promoting the development of well-rounded language skills in diverse learning environments.