Tag Archives: PBLA

Tasking the Adult Language Learner To Do Tasks

Close up of old English dictionary page with word task
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Portfolio Based Language Assessment (PBLA) has created a new world, where  the doing of tasks is a must, with no exceptions whatsoever. The first thing that comes to mind when you hear the word task is the notion that you have something to do, most likely something you are not too keen on doing.  A task by any definition is a piece of work you must do or undertake. The Merriam-Webster dictionary goes further to add: “Something hard or unpleasant that has to be done.”  Some common synonyms for the word task are chore, job, duty, labour, toil, and burden.  Both as a noun and a verb, the word task does not evoke anything pleasant someone has to do. How the word task came into adult ESL teaching methodology now troubles me. There has to be a better Continue reading

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PBLA: A Need for Task-Based Needs Analysis and a Study in Task Differentiation

Man stretched between two cliffs
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Portfolio Based Language Assessment (PBLA) is here to stay. “Teachers cannot opt out” (p. 58) and it is “an expectation of employment” (p. 71). Once implemented the way it was meant to be, the evidence suggests, it is an academically sound approach to teaching and learning. The PBLA programme, now being implemented in all ESL non-credit classes that are funded by Citizenship and Immigration, has two critical shortcomings which I have encountered Continue reading

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