In view of a series of challenges since Task-Based Language Teaching (TBLT) was introduced into China, we interviewed 14 front-line teachers in primary and secondary schools about their viewpoints and classroom strategies of TBLT. The results show teachers’ willingness in using TBLT. They adopt flexible teaching procedures, apply TBLT creatively, and explore task-based language assessment. The authors argue for inclusive non-doctrinaire approaches to TBLT, construct localized TBLT theory and practice with Chinese characteristics.
 

task-based language teaching, localization in China, teachers in primary and secondary schools