ABSTRACT
This chapter investigates the experiences of a cohort of native and non-native English-speaking teachers participating in a task-based teacher training program at a network of bilingual schools in Honduras. Task-based language teaching (TBLT) is an approach to language teaching that utilizes tasks, driven by the authentic needs of the learners, as the basis of language curricula, syllabi, instruction, and assessment. This approach is in contrast to traditional language teaching, which typically organizes instruction around grammar, vocabulary, or other discrete language forms. TBLT focuses on the grammatical forms that naturally arise from tasks relevant to learners and is therefore thought to be more compatible with natural second language development. English-Spanish bilingualism is perceived as a significant asset in Honduras and is viewed as a critically important factor in access to further education and employment. English language proficiency is recognized as a marketable skill due to the demand for English speakers in local call centers, factories, and tourism industries.
