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dc.contributor.authorBogachenko, Tetiana
dc.contributor.supervisorProf. Rhonda Oliver
dc.contributor.supervisorProf. Rob Cavanagh
dc.contributor.supervisorAssoc. Prof. Craig Lambert
dc.date.accessioned2017-01-30T10:16:52Z
dc.date.available2017-01-30T10:16:52Z
dc.date.created2016-12-01T00:29:28Z
dc.date.issued2016
dc.identifier.urihttp://hdl.handle.net/20.500.11937/2063
dc.description.abstract

This qualitative study explores foreign language teaching in post-Soviet schools in Ukraine to provide insights into whether and how task-based approach (TBLT) can be contextualized to become an appropriate innovation in this setting. Based on policies, practices, and teacher perceptions, a description of the local FLT context was provided and the potential benefits and challenges of TBLT in this particular setting were identified. These have implications for the local pedagogy, innovation management, and TBLT implementation.

dc.languageen
dc.publisherCurtin University
dc.titleContextualizing educational innovation: Task-based language teaching and post-soviet schools in Ukraine
dc.typeThesis
dcterms.educationLevelPh.D.
curtin.departmentSchool of Education
curtin.accessStatusOpen access


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