Speaker
Abstract section 1: Relevance
While inquiry-based and experiential learning are increasingly promoted in Japanese secondary schools, many students still need structured opportunities to develop critical thinking and apply real-world skills to personal and career-related challenges. A holistic approach to career education—one that incorporates student well-being—can support learners in developing these soft skills.
Abstract section 2: Contribution/research questions
This presentation demonstrates how principles of task-based language teaching (TBLT) can be integrated into career education to support the development of soft skills while fostering reflection, learner autonomy, and well-being.
Abstract section 3: Content/method
Drawing on classroom practice and student reflections, this session outlines a year-long sequence of student-centered, task-based activities designed to promote reflection, discussion, and collaborative learning. Students engage in weekly reflective tasks and discussions, culminating in end-of-term digital poster presentations with peer assessment. Sample tasks will be introduced, including a “100-Year Life” timeline project that encourages learners to reflect on personal goals, life stages, and well-being.
Abstract section 4: Outcomes/results
Participants will (1) examine the distinction between traditional classroom activities and task-based tasks, (2) experience an example of a reflective task used in the course, and (3) explore practical strategies for incorporating task-based activities that support both soft skill development and a more human-centered curriculum.
Abstract section 5: References
Gratton, L., & Scott, A. J. (2016). The 100-year life: Living and working in an age of longevity. Bloomsbury Publishing.
| Title | Task-Based Learning for Adolescents in a 100-Year Life |
|---|---|
| Teaching Context | Junior/senior high-school |