Designing Tasks in ELT Textbooks for Young Learners: A Response to Ellis (2024)
- 1 Fudan University, China
Abstract
This article critically examines the practical challenges of designing tasks in English Language Teaching (ELT) textbooks for young learners, particularly within the Chinese educational context. Drawing from my experience in textbook development and research, I respond to Ellis’s (2024) work on task-based language teaching (TBLT) and task-supported language teaching (TSLT) by identifying four key practical issues: crafting ‘all-in-one’ exit tasks within a hybrid syllabus, designing task-driven teaching units, mastering the intricate art of designing prototype tasks, and the effective use of textbook tasks by teachers. The article concludes by highlighting the importance of ongoing dialogue among practitioners, textbook writers, and researchers to develop ELT textbooks that are effective, practical, and responsive to the needs of language learners and teachers.
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Zhu, Y. (2025). Designing Tasks in ELT Textbooks for Young Learners: A Response to Ellis (2024). International Journal of TESOL Studies, 6(4), 71–74. https://doi.org/10.58304/ijts.20240408