Publication Date

Spring 5-7-2026

School

College of Arts and Sciences

Major

Global Studies; Interdisciplinary Studies; TESL

Keywords

Task-Based Language Teaching, English as a Second Language, Resettlement, Afghans, Integration, Immigration

Disciplines

Bilingual, Multilingual, and Multicultural Education | Educational Methods | Language and Literacy Education

Abstract

In the aftermath of the 2021 Taliban takeover of Afghanistan, the United States military evacuated tens of thousands of Afghans, many of whom were resettled in the United States. This population has faced many challenges in their resettlement, including barriers to language learning and difficulty finding skilled employment. There is great diversity within this population, including individuals with limited schooling and those with valuable employment skills.

This integrative literature review explores how Task-Based Language Teaching (TBLT) can be used as a strategy for Teaching English as a Second Language (TESL) with the post-2021 Afghan population in the United States. It addresses two questions: (1) What language-learning and employment challenges are faced by Afghans resettled in the United States as part of Operation Allies Welcome? (2) How can TBLT address these challenges? This paper seeks to bridge gaps between language education, economic integration, and refugee resettlement because little research has applied TBLT to this specific population. TBLT is proposed as an inclusive tool, focused on learner needs, that can be used to accommodate Afghans, both low-literacy learners and highly skilled individuals. The findings of this review aim to inform TESL curriculum design and contribute to the discussion of language education and integration programs for refugees.

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