Supplementary school teachers’ perceptions towards an online teacher training programme for task-based language teaching in UK Arabic supplementary schools

Abstract

This is an exploratory study focusing on Arabic supplementary school teachers’ attitudes, understanding and experiences of Task-Based Language Teaching (TBLT( and their perceptions of an online task-based language teacher training course for teaching Arabic communication and oral skills. This study aims to connect Arabic teacher training to TBLT for successful pedagogical implementation that may lead to better teaching and learning. This study demonstrates originality and contributes to the literature of TBLT teacher training, the theory of experiential learning and the context of supplementary education and heritage language learners’ pedagogy. Dissatisfaction with students’ low competencies in Arabic communication and oral skills has led to a call for a shift away from traditional teaching approaches to more communicative approaches that can engage with the language in an authentic way. Although TBLT is a promising and strong version of the communicative approach, given that it is a new, innovative approach to teaching Arabic it needs professional development to facilitate its integration. TBLT training is an area that has received no attention in the context of Arabic as a foreign language (AFL), whereby this study aims to address this gap. This study uses a Design-Based Research (DBR) methodology that aims to develop knowledge to improve the current teaching practices based on concrete data and evidence-based insights, contributing a data-driven TBLT professional development framework based on existing theoretical educational frameworks and the contextual needs of service teachers in UK Arabic supplementary schools. This involved the use of questionnaires with 58 participants, semi-structured interviews and an intervention (five TBLT training workshops) with five Arabic supplementary school teachers across six different schools in London, Birmingham and Bristol. The findings indicate positive attitudes and experiences towards implementing TBLT in Arabic supplementary schools as a result of the teachers’ satisfaction with the TBLT training workshops. The satisfaction was attributed to the participant teachers’ engagement, new knowledge gained and the ability to transfer it, as well as students’ learning outcomes.