Performance-based Approaches to BE and ESP

Performance-based approaches to BE and ESP Driving ROI for our students and clients

Web 2.0 complements top-down content with “bottom up”, user-generated content.

English360 is one way to bring web 2.0 approaches to ELT, BE, ESP.

The result is personalisation, and one way of authentic personalisation in BE, ESP is Performance-Based Teaching (PBT).

What this session is not... (not on purpose anyway) not a new idea not a prescription

What this session is... supporting performance through an emergent syllabus, a few software examples, and results and benefits of PBT.

What do we mean by performance? (...not the “competence vs performance” distinction.)

A performance event is an instance of authentic L2 communication in a professional context.

A specific, upcoming communicative performance in the target language that merits sustained efforts to optimize the results of that event.

The authenticity continuum task authenticity ranges along a cline Artificial Authentic

The authenticity continuum task authenticity ranges along a cline Artificial Authentic decontextualised gap fill info gap role play simulation presentation rehearsal Because most business people see language study as a means to an end, the closer we get to authenticity the better.

Q: How do we support learner performance? A1: Different approaches to BE, ESP course design

Course design Selection of outcomes Material and process Different approaches to BE, ESP course design Curricular, needs-based, performance-based Source: Cleve Miller in 2/2010 Business Issues (BESIG)

Course design Selection of outcomes Material and process Curriculum-based Needs-based Performance-based Source: Cleve Miller in 2/2010 Business Issues (BESIG) Different approaches to BE, ESP course design Curricular, needs-based, performance-based

Course design Selection of outcomes Material and process Curriculum-based predicts generic performance goals Needs-based Performance-based Work through a coursebook Source: Cleve Miller in 2/2010 Business Issues (BESIG) Different approaches to BE, ESP course design Curricular, needs-based, performance-based

Course design Selection of outcomes Material and process Curriculum-based predicts generic performance goals Work through a coursebook Needs-based Performance-based identifies categories of performance goals Select from range of resources, based on needs analysis Source: Cleve Miller in 2/2010 Business Issues (BESIG) Different approaches to BE, ESP course design Curricular, needs-based, performance-based

Course design Selection of outcomes Material and process Curriculum-based predicts generic performance goals Work through a coursebook Needs-based identifies categories of performance goals Select from range of resources, based on needs analysis Performance-based responds to specific performance events Language needs for the event define materials, methods Source: Cleve Miller in 2/2010 Business Issues (BESIG) Different approaches to BE, ESP course design Curricular, needs-based, performance-based

Q: How do we support learner performance? A2: A 4-step process approach to PBT

Step 1: Select the performance event
Learner drives selection of event
Teacher supports and guides
Other stakeholders (HR, line manager) may be involved

Step 2: Define the key messages
Sales presentation: features, benefits
Business dinner: personal anecdote, questioning
Teacher identifies language needed (e.g. structures, lexis)

Step 3: Plan, resource and teach
Language needed for messages documented as goals
Syllabus > material: authentic, courses, learner’s material
Transition from practice to production closer to event

Step 4: Post-performance reflection, feedback
Reflective narrative by the learner
Were the linguistic objectives achieved in actual event?
Results feed into next stage of syllabus

select event post-performance reflection plan, resource, teach define messages

4-step PBT cycle >> emergent syllabus

Some software examples of PBT ...just a few screenshots

Performance-based Teaching FAQs Common questions about PBT Where is the organization?

Performance-based Teaching FAQs Common questions about PBT Where is the organization? “ Actually, PTB is extremely organized. It’s just not pre-organized...we organize when we have something to organize around, and not before.”

Performance-based Teaching FAQs Common questions about PBT How can you use PBT in groups?

Performance-based Teaching FAQs Common questions about PBT
How can you use PBT in groups?
Group work + guided self-instruction
Groups sometimes have group events
With multiple events in a group, often you
can find a common message, language needs

Conclusion: stakeholder benefits from PBT Potential for higher ROI all the way around

Benefits for students
Engagement, motivation, learning
Avoids artificial “working” vs. “in English class”
Improved professional performance

Benefits for teachers, schools
Our tools work better (e.g. drills are more meaningful)
Differentiation and competitive advantage in market

Benefits for teachers, schools
Our tools work better (e.g. drills are more meaningful)
Differentiation and competitive advantage in market
And most importantly: it’s fun!

Benefits for customers, training departments
Training is directly focused on business results
Adds another tool to their training portfolio (“BE-CLIL”)
ROI focus gains buy-in from upper management

Performance-based approaches to BE and ESP Questions and discussion

Performance-based Approaches to BE and ESP

by IATEFL BESIG on Nov 22, 2010

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