School-Based EFL Teacher Professional Development for Task-Based Language Teaching: An Ethnographically Informed Case Study of Rural China

Laxman Prasad  Bhandari

doi:10.51474/elepraxis.v2i1.654

School-Based EFL Teacher Professional Development for Task-Based Language Teaching: An Ethnographically Informed Case Study of Rural China

Authors

Laxman Prasad Bhandari Lumbini Banijya Campus, Tribhuvan University, Nepal

DOI:

https://doi.org/10.51474/elepraxis.v2i1.654

Abstract

This book review analyzes School-Based EFL Teacher Professional Development for Task-Based Language Teaching: An Ethnographically Informed Case Study of Rural China by Jing Yixuan. This book presents the author's immersive engagement with English language teachers to collaboratively enhance their pedagogical skills in successfully implementing task-based instruction in rural Chinese contexts. The book contributes to the field of English language teaching under TBLT frameworks.

References

Jing, Y., Newton, J., & Jing, Z. (2022). A case study of curriculum aspirations and classroom realities for TBLT in a remote rural secondary school in Northwestern China. TASK, 2(2), 248-268.

Pole, C., & Morrison, M. (2003). Ethnography for education. Open University Press.

Qin, J., & Lei, L. (2022). Research trends in task-based language teaching: A bibliometric analysis from 1985 to 2020. Studies in Second Language Learning and Teaching, 12(3), 381-404. https://doi.org/10.14746/ssllt.2022.12.3.3

Yixuan, J. (2024). School-based EFL teacher professional development for task-based language teaching: An ethnographically informed case study of rural China. Springer.

Published

2025-11-05

How to Cite

Bhandari, L. P. . (2025). School-Based EFL Teacher Professional Development for Task-Based Language Teaching: An Ethnographically Informed Case Study of Rural China . ELE Praxis, 2(1), 89-91. https://doi.org/10.51474/elepraxis.v2i1.654