This document outlines the goals and tasks for a telecollaborative exchange program between master's students in teaching English in France and the Netherlands. The goals are to promote reflective teaching, offer an intercultural exchange experience, and help students learn to use technology in future teaching contexts. Students will be paired and complete 4 tasks: 1) an introductory virtual meeting, 2) describing their shared teaching contexts, 3) co-creating an English lesson, and 4) writing a reflective report based on weekly diaries. Special cases are noted for some students conducting research or working with different partners. Assessment requirements are also provided for a related ICT course.

1. Masters in Teaching English (M2 MEEF)
Telecollaborative
exchange
France-Netherlands
Spring 2015

2. Goals
Students will work with a partner in the French and respectively Dutch university's
MA in Teaching English programme to develop teaching activities for their classes.
Our goals are to:
1. promote reflective teaching by discussing and collaborating on language
teaching/learning activities
2. offer you an experience of intercultural exchange which may encourage you to
develop similar links for your pupils
3. help you learn to use technology in a context that will make it easier to transfer to
future teaching/learning contexts
Université Nice Sophia Antipolis, France
Fontys University of Applied Sciences in Tilburg, the Netherlands.

3. TASK 1: Getting to know each other & Virtual Meeting 1
A) Set up a virtual meeting with your
partner, get to know each other and learn
more about your partner’s teaching
context. The Dutch student will contact the
French student after the 11th of February.
B) Questions you need to be able to
answer after having met are:
1) What is my partner’s teaching context?
a. Target groups, level CEF(R),
homogeneous or heterogeneous groups
b. Pedagogy*
2) Where do I see similarities?
3) Where do I see differences?

4. TASK 2: Describing (shared) teaching context
❖ your target group, preferably
an age group/level you both
teach
❖ the focus of your lessons
(language skill/aspect)
Write a joint paper (600-1500
words) to prepare for Task 3.

5. TASK 3: Co-create a lesson (3rd virtual meeting)
❖ A) an introduction; what the context of the lesson (see TASK 2)
and what you are planning to do.
❖ B) the lesson; there should be (at least) 1 fully developed lesson;
including worksheets (with tasks and activities) and English
resources in your portfolio.
❖ C) data; the lesson should be put into practice and some evidence
needs to be collected on your students’ performance.

6. TASK 4: Reflective report
❖ On a weekly base students
write a reflective diary (see
attachment 2) and use this
diary and their experiences at
the end of the project when
writing a reflective report.
❖ The French students send their
complete Diary (see document
in G-Drive) to their teacher
(whyte@unice.fr ) before the
15th of April 2015.

7. Special cases
Coralie
Fleur
=> exchanging with learners for research
paper
Myrna
=> working with Coralie

8. VMAN422 ICT course
❖ Pre-task report (Task 2)
❖ Classroom activity (Task 3)
❖ Reflective report (based on diary, Task 4)
=> combine into single document and submit to
__________ by ___________