aulc languages for specific purposes in higher education 2016 · webfolio: job application &...
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Variations on a theme:examples of task-based LSP in an
IWLPSussex Centre for Language Studies
AULC Languages for Specific Purposes in Higher Education 2016
University of Cambridge
9 September 2016
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Sussex Centre for Language Studies
Belinda Hackney, Convenor Language Pathways
Senior Teaching Fellow in French
Axelle Fleury, Teaching Fellow in French
Silvia Taylor, Teaching Fellow in Spanish
Patricia Couturas, Teaching Fellow in French
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BA (Hons) in History with proficiency in
Italian (Intermediate)
BSc (Hons) in International Business with
proficiency in Mandarin Chinese
(Intermediate)
BSc (Hons) in Business and Management
Studies with proficiency in Spanish
(Advanced)
BA (Hons) in International Relations with
proficiency in French (Advanced)
BSc (Hons) in Psychology with British
Sign Language and Deaf Culture
BA (Hons) in Film Studies with French
for Professional Purposes
BSc (Hons) in International Marketing
with Spanish for Professional
Purposes
Degree Awards with Languages
ACCREDITED
LANGUAGE PATHWAYS
LANGUAGE PATHWAYS
60 CREDITSLANGUAGE ELECTIVES
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Single Honours degree structure
YEAR
MODULE 1 MODULE 2 MODULE 3 MODULE 4Total
credits
per term15 credits
per module15 credits 15 credits 15 credits
year 1, term 1 subject subject subject ML ELECTIVE 1 60
year 1, term 2 subject subject subject ML ELECTIVE 2 60
year 2, term 1 subject subject subject ML ELECTIVE 3 60
year 2, term 2 subject subject subject ML ELECTIVE 4 60
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Term 1 AP1 Term 2 AP2 AP3
Year
1
2
CWK 1
50%
CWK 2
50%
CWK 1
25%
CWK 2
25%
UEX
50%
RE
SIT
S
W O W O RW
Wk
9
Wk
12Wk
6/8/10
Wk9/10/12
90 mins
120 mins
15 Credits 15 Credits
Assessments
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Interactive messaging
Reading for understanding
Survey with Q & A
Poster presentation
Conversation
Webfolio: job application &
interview
Summary of a news item
(written/spoken)
Project/ case-study
Film/ book review
CV, job application & interview
Group cultural presentation
Plan an event
Visitor guide
Examples of assessment
BEGINNER INTERMEDIATE
ADVANCED
PP2
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The coursework for term two is an integrated task
with several parts:
1. Choose a job advert (student v. graduate)
2. Apply for the job after reading an advert
a) Write your own CV
b) Write a covering letter
3. Take part in an interview
a) As interviewee
The ‘Job Application’
INTERMEDIATE, year 1 or 2
PROFESSIONAL PURPOSES, year 2
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Variant 1 - Professional Purposes
• French for Professional Purposes, year 2
• B2/B2+ level, post A-level + 1-2
Term 1 Coursework Coursework
12 weeks Element 1
(written)
Element 2
(oral)
50% 50%
Week 9 Week 12
Job application
Webfolio1. Job Ad
2. CV
3. Covering
Letter
Job interview
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• Educational project
• Information share
• Internet – new technologies
• Collaborative effort
• Cultural exchange
What is Telecollaboration for academic purposes ?
Axelle Fleury I 09.09.16
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Telecollaboration project A : Sussex - Aix-Marseilles
French For Professional Purposes Students (B2-C1 level)
English For Professional Purposes Students (B2-C1 level)
Job interview simulations
Video conference platform
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Preparation for the event
Writing a full
job
application
Pairing
up
groups
Sending job
applications
Preparation of
relevant
interview
questions
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Telecollaboration event : Sussex - Aix-Marseilles
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How to organise a Telecollaboration project
Who do you want to collaborate with?
Planning and organisation is key
Availability and technology
Set the date and time
Prepare your students!
http://uni-collaboration.eu/
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Variant 2 - Intermediate
• Spanish Intermediate, year 1 and 2
• A2/A2+, post GCSE level
Term 2 Course
work
Course
work
Unseen
Exam
12 weeks Element 1
(written)
Element 2
(oral)
25% 25% 50%
Week 8 Week 10 AP2
Job
application1. Job Ad
2. CV
3. Covering
Letter
Job
interview
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Telecollaboration project B: Sussex-León
Silvia Taylor
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Purpose
1. Employability skills
2. To encourage participation via collaborative work
3. Real synchronous communication, to put students’ language skills into practice
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32 students, 1st & 2nd year
Spanish Elective (A2 & B1)
25 students, 4th year
English Philology degree (C1)
Participants
10 week period
in term 1
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• Write a job advert in TL:
Spanish/English
• Write your CV
• Write a letter of application
• Write interview questions
• Oral practice
• Write emails
Task based learning in lessons (TBLL)
Source: www.flickr.com/photos/jiscinfonet/382720354/
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Set up & briefing
Googlemail account
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• Assistant Liaison Officer at Erasmus Office
• Website programmer assistant
• Library Assistant
• Children’s summer camp animator
• Receptionist assistant
• Administrator in a music magazine
• Assistant translator
• Assistant reporter
• Intern for Amnesty International
• Language Ambassador for university
• Shop assistant in a sports shop
• Waiter/waitress in a pub
• Administrative in a bank
• Events’ team member
• Popcorn seller in a cinema
• Gym assistant
• Call centre operator at American Express
• Assistant journalist
Variety of Fields
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Examples of Job advertsE
ng
lish
Sp
an
ish
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Video conferencing
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Student Engagement
Anticipate and answer questions
Talk about strengths and
weaknesses, experience
and future plans
Interact in formal settings
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• French for Professional Purposes, year 1
• B1+/B2 level, post A-level
Further developmentVariant 3 - Professional Purposes
Term 2 Course
work
Course
work
Course
work
Unseen
Exam
12
weeks
Element
1
Element
2
Element
3
5% 25% 30% 40%
Week 8 Week 10 Week 12 AP2
Oral
summary
of an
article
(seen text)
Oral
summary
of an
article
(unseen
text)
Audio-
visual
Patricia Couturas
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Telecollaboration project C: Sussex-Grenoble
University of GrenobleUniversity of Sussex
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• 13 students, 1st year
• French for professional purposes
as an elective module (B1+/B2 level)
• Students’ main disciplines:
Business, English, Psychology,
International Relations, …
• 16 students, 2nd year & 3rd year
• English as an elective module
(B1/B2 level)
• Students’ main discipline:
Telecommunications and
Networks
Task: Press Review
Press review in two
target languages :
English and French
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• Topic: Work
• 4 groups of 3/4 students
• Press articles
• Preparation one week before the telecollaborative session
• Summative assessment (language and content)
Overview of Task
University of Sussex
Press article in French
about a ‘Work’ topic
University of Grenoble
Press article in English about
a ‘Work’ topic
15 minutes presentation/ discussion in French
15 minutes presentation/ discussion in English
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The Event
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Summary of Outcomes ABC
Benefits Challenges
Intermediate • Language improvement
• Real interaction with native speakers
• Increased cooperation and engagement with peers
• Development of intercultural awareness
• Acquisition of a sense of initiative and enterprise
• Initial reception/interest/motivation
• Absence
• Time zone difference
• Tutor’s management role
PP1 • Meaningful communication
• Cultural exchange
• Collaboration
• Critical thinking
• Language improvement
• Learner autonomy
• Absence & initial engagement
• Tutor’s management role
PP2 • Authentic communication
• Increased motivation
• Practice for summative task
• Time zone difference
• Tutor’s management role
Authentic Motivating Student-centred Flexible [GULT (2011), p33]
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“Task-based approaches stimulate language competence in all four skills but they also help develop the skills necessary for success in working life, not just in studying languages.“
Fischer et al., (2011)
These [Employability] skills include:
• group work skills
• problem solving skills
• presentation skills
• discussion skills
• negotiation skills
• making compromises
• intercultural competence in an international setting
• study skills / “transferable skills”
• learner motivation.
Graduate skills
GULT, 2011, p21
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Questions?
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Contacts
Modern Languages
Telephone: +44 (0)1273 877258
e-mail: [email protected]
Office: Arts A70
Sussex Centre for Language Studies
Arts A
University of Sussex
Brighton, East Sussex
United Kingdom
BN1 9SH
www.sussex.ac.uk/languages/
www.sussex.ac.uk/languages/ml/ug/electives
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Sources & References
• Photos: © University of Sussex; Sussex Centre for Language Studies
• Images:
• p9 Tools and Resources for Developing a Telecollaborative project. CC. Available at: www.internet4classrooms.com/telecollaborative.htm
• p16 frazzled-office-worker-clipart. CC. Available at: http://www.clipartkid.com/frazzled-office-worker-clipart-xsNpMt-clipart/
• p16 Collaborative planning clipart. CC. Available at: http://www.easyfreeclipart.com/at-edison-collaborative-planning-involves-a-grade-level-team-and-clipart-645668.html
• p16 clicksharebarco. Available at: http://www.videoconferencegear.com/wireless-sharing/
• p18 flickr photo by Jisc infoNet. CC. Available at: www.flickr.com/photos/jiscinfonet/382720354/
• European Commission (2016) UniCollaboration. Available at: http://uni-collaboration.eu/. (Accessed 8 September 2016)
• Fischer, J., Chouissa, C., Dugovičová, S., Virkkunen-Fullenwider, A. (2011) GULT Guidelines for task-based university language testing, European Centre for Modern Languages, Council of Europe Publishing, p21