Revisiting functional adequacy and task-based language teaching in the GBA: insights from translanguaging

Abstract Research and practice in task-based language teaching (TBLT) as a cognitively oriented second (L2) pedagogy have grown substantially over the last three decades. A concurrent development education that thrives along sociocultural paradigm, translanguaging, is also gaining great traction due to its potential helping form holistic communicative repertoire among L2 learners. Despite their different theoretical underpinnings ideological perspectives, TBLT translanguaging share many common grounds are worth exploring. This article argues offers practical tool for improving performance, especially functional adequacy. Adopting would be beneficial learners with first background such Chinese but lower affect well limited lexical morpho-syntactic knowledge. Implications or foreign policies Great Bay Area of China implementation pre-, during-, post-task phrases classroom region discussed.