aulc languages for specific purposes in higher education 2016 · webfolio: job application &...

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

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

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

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

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

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

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

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

• Educational project

• Information share

• Internet – new technologies

• Collaborative effort

• Cultural exchange

What is Telecollaboration for academic purposes ?

Axelle Fleury I 09.09.16

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

Preparation for the event

Writing a full

job

application

Pairing

up

groups

Sending job

applications

Preparation of

relevant

interview

questions

Telecollaboration event : Sussex - Aix-Marseilles

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/

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

Telecollaboration project B: Sussex-León

Silvia Taylor

Purpose

1. Employability skills

2. To encourage participation via collaborative work

3. Real synchronous communication, to put students’ language skills into practice

32 students, 1st & 2nd year

Spanish Elective (A2 & B1)

25 students, 4th year

English Philology degree (C1)

Participants

10 week period

in term 1

• 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/

Set up & briefing

Googlemail account

• 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

Examples of Job advertsE

ng

lish

Sp

an

ish

Video conferencing

Student Engagement

Anticipate and answer questions

Talk about strengths and

weaknesses, experience

and future plans

Interact in formal settings

• 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

Telecollaboration project C: Sussex-Grenoble

University of GrenobleUniversity of Sussex

• 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

• 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

The Event

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]

“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

Questions?

Contacts

Modern Languages

Telephone: +44 (0)1273 877258

e-mail: languages@sussex.ac.uk

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

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