24th IATEFL BESIG Annual Conference in Dubrovnik, Croatia - 2011

2. GLOBAL
MULTI-LOCALParticular
Universal

5. Corporate
Curriculum

6. “Communication is the fundamental
life skill for the 21st Century”
Virginia Beardshaw

7. “... learning that occurs in a context,
situation, or social framework.
It is based on the concept of situated
cognition, which is the idea that
knowledge can’t be known or fully
understood independent of its context”
(Kindley, 2002)

8. * authentic, immersive learning environments
enhance
* learning outcomes
* communication skills
* learning motivation
* psychological health
* realistic
* holistic learning
* focus on applied
knowledge
* learner centered
* engage the learner
* makes learner reflect

11. is a Deloitte global Initiative to provide insight,
understanding, knowledge and expertise on how
leaders can successfully inspire, enroll and engage people
to work together to achieve a common purpose.

13. GIVING FEEDBACK
* on self – confidence and task achievement
* noticing and reformulation
* pronunciation
* self- repair

14. Common European Framework
DOMAIN CONTEXT TASKS ACTIVITIES TEXTS
Occupational
Organization: Multinational
corporation Attend a workshop
Listen as a member of
live audience Sustain Monologue
Location: Office Read information Spoken production
Powerpoint
presentation
Persons: Managers Exchange ideas Spoken interaction Formal discussion
Make proposals
LEVEL B2
CAN DO
Follow the discussion on matters related to his/her field, and understand
in detail the points given prominence by the speaker.
Contribute, account for and sustain his/her opinion, evaluate alternative
proposals, and make and respond to hypotheses.
Give clear, detailed descriptions and presentations on a wide range of
subjects related to his/her field of interest.
Develop a clear argument, expanding and supporting his/her points of
view at some length with subsidiary points and relevant examples.
CRITERIA
APPROPRIATENES
Can express himself / herself appropriately in situations and avoid crass
errors of formulation.
COHERENCE
Can use a variety of linking words efficiently to mark clearly the
relationships between ideas.
FLUENCY
Can produce stretches of language with a fairly even tempo; although
he/she can be hesitant as he/she searches for patterns and expressions,
there are few noticeably long pauses.
RANGE
Has a sufficient range of language to be able to give clear descriptions,
express viewpoints and develop arguments without much conspicuous
searching for words, using some complex sentence forms to do so.

15. COMPETENCES
STRATEGIC
Intervene appropriately, using a variety of expressions to do so.
Follow up what people say, relating contribution to those of others.
Overcome gaps in vocabulary with paraphrases and alternative
expressions.
Monitor speech to correct slips and mistakes.
PRAGMATIC
Functional
Expressing abstract ideas
Giving precise information
Speculating
Developing an argument
Justification
Discourse
Formal Speech Markers
Complex sentences
Addition, sequence and contrast
(although; in spite of; despite; on the
one hand…)
Summarising
LINGUISTIC
Grammatical
Modals of deduction in the past
All passive forms
All conditionals
Collocation of intensifiers
Wide range of (complex) NPs
Lexical
Work-related collocations
Extended phrasal verbs
Phonological Intonation patterns

16. prefer to learn English and learn about the
world in English.
learn best when they feel safe to make mistakes.
want a strategy that combines language learning with the
learning of other competences needed for their jobs.
want a personalized learning strategy.
prefer constructive feedback on each task they have
accomplished.

17. REFERENCES:
 Fushino, K. 2010. Causal relationships between communication confidence,
beliefs about group work, and willingness to communicate in foreign language
group work. TESOL Quarterly, 44, 700-724.
 Jenkins, J. (2009) World Englishes. New York: Routledge
 Kessels, J. (2001) Learning in organizations: a corporate curriculum for the
knowledge economy. Futures 3 (6) 497-506
 Kindley, R. W. (2002). Scenario-Based E-learning: A Step Beyond Traditional
E-Learning. http://www.learningcircuits.org/2002/may2000/kindley.html.
 Smith, M. K. (2001) 'Peter Senge and the learning organization', the
encyclopedia of informal education. www.infed.org/thinkers/senge.htm.
 Steward, T. (2009) Insights on Teaching Speaking – TESOL
 Thornbury, S. “Reformulation and reconstruction: tasks that promote
‘noticing’” ELT Journal Volume 51/4 October 1997. OUP
 Walker, R. (2005). Using student-produced recordings with monolingual
groups to provide effective, individualized pronunciation practice. TESOL
Quarterly, 39, 550–557.
 Walker, R. (2010) Teaching the Pronunciation of English as a Lingua Franca.
New York. Oxford University Press.

18. Delivering Workshops
to our Clients
Mercedes Viola
mercedesviola@4d.edu.uy
Thank you very much
Now, time for a transatlantic exchange