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<b>TESL CANADA JOURNAL</b></div>
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<b>Call for Papers – Special Issue 2026</b></div>
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<b>Guest Editors</b></div>
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Gabriel Michaud, Université de Montréal; Pierre-Luc Paquet, Université de Montréal</div>
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<b>Task-Based Language Teaching: Innovations and Challenges in Second Language Education</b></div>
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Task-Based Language Teaching (TBLT) has been widely researched and implemented in second language (L2) education over the past several decades (East, 2021; Ellis et al., 2019; Skehan, 1998; Willis & Willis, 2007). With its emphasis on communicative, real-world
tasks that promote meaningful interaction, TBLT has gained traction across various educational contexts, including English as a Second Language (ESL) and French as a Second Language (FSL) programs in Canada (Gutiérrez, 2024; Payant & Michaud, 2020; Wouters
et al., 2023).</div>
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Despite its growing popularity, TBLT continues to present implementation challenges, especially in standardized curricula, technology-mediated environments, and multilingual classrooms. This special issue seeks to explore emerging innovations and persistent
challenges in TBLT, offering new insights into its application in both Canadian and international settings.</div>
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We invite submissions that engage with the following themes (but are not limited to):</div>
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<div class="elementToProof" style="margin-top: 0cm; margin-bottom: 0cm;">TBLT in multilingual and multicultural classrooms</div>
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<div class="elementToProof" style="margin-top: 0cm; margin-bottom: 0cm;">TBLT in ESL/FSL programs for adult immigrants and refugees</div>
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<div class="elementToProof" style="margin-top: 0cm; margin-bottom: 0cm;">Task-based instruction for low-literate or limited-formal-education learners</div>
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<div class="elementToProof" style="margin-top: 0cm; margin-bottom: 0cm;">TBLT in Indigenous or heritage language revitalization</div>
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<div class="elementToProof" style="margin-top: 0cm; margin-bottom: 0cm;">Digital and hybrid models of TBLT</div>
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<div class="elementToProof" style="margin-top: 0cm; margin-bottom: 0cm;">Artificial intelligence and automated feedback in TBLT</div>
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<div class="elementToProof" style="margin-top: 0cm; margin-bottom: 0cm;">Task-based language assessment (TBLA) in classroom and high-stakes contexts</div>
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<div class="elementToProof" style="margin-top: 0cm; margin-bottom: 0cm;">Training and professional development for pre-service and in-service teachers</div>
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<div class="elementToProof" style="margin-top: 0cm; margin-bottom: 0cm;">Learner engagement, motivation, and autonomy in task-based instruction</div>
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<div class="elementToProof" style="margin-top: 0cm; margin-bottom: 0cm;">Cognitive, sociocultural, and interactionist perspectives on TBLT</div>
</li></ul>
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<b>Papers written in English or French will be considered. </b>We welcome papers for inclusion in one of three sections: “Full-Length Research Articles” (original research), “Perspectives” (theoretical explorations of relevant issues), and “In the Classroom”
(pedagogical focus). Please refer to the <i>TESL Canada Journal </i>author guidelines for more information:
<span style="color: blue;"><u><a href="http://www.teslcanadajournal.ca/index.php/tesl/about/submissions" id="OWAe0266c8c-9acc-888e-d80a-f1b67ca6d119" class="OWAAutoLink" style="color: blue;">http://www.teslcanadajournal.ca/index.php/tesl/about/submissions</a></u></span></div>
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Interested authors are invited to submit a <b>400-word abstract </b>(including references) to</div>
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<span style="color: blue;"><u><a href="mailto:teslcanadajournal@tesl.ca" id="OWA235aa7d9-b5fe-609c-4b06-764b179ec1c5" class="OWAAutoLink" style="color: blue;">teslcanadajournal@tesl.ca</a></u></span> by
<b>August 1st, 2025</b>. Notice of abstract acceptance will be emailed by August 31st. Full manuscripts are due
<b>January 5th, 2026</b> and will be subject to a double-blind review process. The special issue will be published in
<b>Fall 2026</b>. If you have any questions or queries about this special issue, please contact
<b>Gabriel Michaud </b>at gabriel.michaud@umontreal.ca</div>
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<b> </b></div>
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<b>REVUE TESL CANADA</b><br>
<b>Appel à contributions – Numéro thématique 2026</b><br>
<b>Rédacteurs invités</b><br>
Gabriel Michaud, Université de Montréal; Pierre-Luc Paquet, Université de Montréal</div>
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<b>L’Enseignement des langues basé sur les tâches (ELBT) : innovations et défis en didactique des langues secondes</b></div>
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L’enseignement des langues basé sur les tâches (ELBT) a fait l’objet de nombreuses recherches et d’une mise en œuvre croissante en didactique des langues secondes (L2) au cours des dernières décennies (East, 2021; Ellis et al., 2019; Skehan, 1998; Willis &
Willis, 2007). En mettant l’accent sur des tâches communicatives authentiques qui favorisent des interactions signifiantes, l’ELBT s’est imposé dans divers contextes éducatifs, y compris les programmes d’anglais langue seconde (ALS) et de français langue seconde
(FLS) au Canada (Gutiérrez, 2024; Payant & Michaud, 2020; Wouters et al., 2023).</div>
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Malgré sa popularité croissante, l’ELBT pose encore des défis sur le plan de la mise en œuvre, notamment dans les programmes standardisés, les environnements numériques ou hybrides, ainsi que dans les classes multilingues. Ce numéro spécial vise à explorer
les innovations émergentes et les défis persistants liés à l’ELBT, en offrant de nouvelles perspectives sur son application dans des contextes canadiens et internationaux.</div>
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Nous invitons des contributions portant (sans s’y limiter) sur les thèmes suivants :</div>
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<div>L’ELBT dans les classes multilingues et multiculturelles</div>
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<div>L’ELBT dans les programmes d’ALS/FLS destinés aux immigrants et réfugiés adultes</div>
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<div>L’enseignement basé sur les tâches pour les apprenants peu alphabétisés ou ayant une scolarisation limitée</div>
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<div>L’ELBT dans le cadre de la revitalisation des langues autochtones ou patrimoniales</div>
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<div>Les modèles numériques et hybrides de l’ELBT</div>
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<div>L’intelligence artificielle et la rétroaction automatisée dans l’ELBT</div>
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<div>L’évaluation basée sur les tâches (EBT) en classe ou dans des contextes à enjeux élevés</div>
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<div>La formation initiale et continue des enseignants (en exercice ou en formation)</div>
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<div>L’engagement, la motivation et l’autonomie des apprenants dans l’enseignement basé sur les tâches</div>
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<div>Les perspectives cognitives, socioculturelles et interactionnistes sur l’ELBT</div>
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Les articles rédigés en français ou en anglais seront pris en considération. Les auteur·e·s peuvent soumettre un article dans l’une des trois rubriques suivantes : « Articles de recherche » (recherches originales), « Perspectives » (explorations théoriques
de questions pertinentes) et « En classe » (mise en valeur d’approches pédagogiques). Veuillez consulter les lignes directrices pour les auteures sur le site de la Revue
<i>TESL Canada</i> : <span style="color: blue;"><u><a href="http://www.teslcanadajournal.ca/index.php/tesl/about/submissions" target="_new" id="OWA3cfbe6de-9072-425b-3687-02a2bc3ba673" class="OWAAutoLink" style="color: blue;">http://www.teslcanadajournal.ca/index.php/tesl/about/submissions</a></u></span></div>
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Les auteures intéressées sont invitées à soumettre un résumé de 400 mots (références incluses) à l’adresse suivante : teslcanadajournal@tesl.ca avant le
<b>1er août 2025</b>. Un avis d’acceptation sera envoyé d’ici le <b>31 août</b>. Les manuscrits complets devront être soumis
<b>au plus tard le 5 janvier 2026</b> et seront évalués selon un processus d’évaluation à double insu. Le numéro spécial paraîtra à l’automne 2026. Pour toute question ou information complémentaire, veuillez contacter Gabriel Michaud à l’adresse : gabriel.michaud@umontreal.ca</div>
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<b>References</b></div>
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East, M. (2021). <i>Foundational principles of task-based language teaching</i>. Taylor & Francis.</div>
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Ellis, R., Skehan, P., Li, S., Shintani, N., & Lambert, C. (2020). <i>Task-based language teaching: Theory and practice</i>. Cambridge University Press.</div>
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Gutiérrez, X. (2024). Implementation of task-based language teaching in a Spanish language program: Instructors’ and students’ perceptions.
<i>Language Teaching Research</i>, 13621688241263945.</div>
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Payant, C., & Michaud, G. (2020). La conceptualisation de la tâche en didactique des langues secondes: l’enseignement des langues basé sur la tâche et l’approche actionnelle.
<i>La Revue de l’AQEFLS</i>, <i>33</i>(1), 4-11.</div>
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Wouters, I., Woll, N., & Paquet, P. L. (2023). Modelling plurilingual instruction through a crosslinguistic-communicative task sequence: A developmental study.
<i>TASK</i>, <i>3</i>(1), 28-73.</div>
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<span style="background-color: rgb(255, 255, 255);"><b>TESL Canada Journal</b></span></div>
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<span style="font-family: "times new roman", times; background-color: rgb(255, 255, 255);"><b><u>EDITORS</u></b></span><br>
<span style="font-family: "times new roman", times; background-color: rgb(255, 255, 255);">Dr. Farahnaz Faez</span><br>
<span style="font-family: "times new roman", times; background-color: rgb(255, 255, 255);"><i>Western University</i></span><br>
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<span style="font-family: "times new roman", times; background-color: rgb(255, 255, 255);">Dr. Antonella Valeo</span><br>
<span style="font-family: "times new roman", times; background-color: rgb(255, 255, 255);"><i>York University</i></span><br>
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<span style="font-family: "times new roman", times; background-color: rgb(255, 255, 255);"><b><u>BOOK REVIEW EDITOR</u></b></span><br>
<span style="font-family: "times new roman", times; background-color: rgb(255, 255, 255);">Dr. Michael Karas</span><br>
<span style="font-family: "times new roman", times;"><i>Brock University</i></span></div>
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</i><span style="font-family: "times new roman", times; background-color: rgb(255, 255, 255);"><b><u>EDITORIAL ASSISTANT</u></b></span><br>
<span style="font-family: "times new roman", times; background-color: rgb(255, 255, 255);">Stephanie Kinzie</span><br>
<span style="font-family: "times new roman", times; background-color: rgb(255, 255, 255);"><i>York University </i></span><br>
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