Performance-based Approaches to BE and ESP

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IATEFL BESIG 2010 Annual Conference talk by Cleve Miller

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Performance-based Approaches to BE and ESP

  1. 1. Performance-based approaches to BE and ESP Driving ROI for our students and clients
  2. 2. Web 2.0 complements top-down content with “bottom up”, user-generated content.
  3. 3. English360 is one way to bring web 2.0 approaches to ELT, BE, ESP.
  4. 4. The result is personalisation, and one way of authentic personalisation in BE, ESP is Performance-Based Teaching (PBT).
  5. 5. What this session is not... (not on purpose anyway) not a new idea not a prescription
  6. 6. What this session is... supporting performance through an emergent syllabus, a few software examples, and results and benefits of PBT.
  7. 7. What do we mean by performance? (...not the “competence vs performance” distinction.)
  8. 8. A performance event is an instance of authentic L2 communication in a professional context.
  9. 9. A specific, upcoming communicative performance in the target language that merits sustained efforts to optimize the results of that event.
  10. 10. The authenticity continuum task authenticity ranges along a cline Artificial Authentic
  11. 11. 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.
  12. 12. Q: How do we support learner performance? A1: Different approaches to BE, ESP course design
  13. 13. 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)
  14. 14. 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
  15. 15. 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
  16. 16. 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
  17. 17. 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
  18. 18. Q: How do we support learner performance? A2: A 4-step process approach to PBT
  19. 19. Step 1: Select the performance event • Learner drives selection of event • Teacher supports and guides • Other stakeholders (HR, line manager) may be involved
  20. 20. Step 2: Define the key messages • Sales presentation: features, benefits • Business dinner: personal anecdote, questioning • Teacher identifies language needed (e.g. structures, lexis)
  21. 21. 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
  22. 22. 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
  23. 23. select event post-performance reflection plan, resource, teach define messages
  24. 24. 4-step PBT cycle >> emergent syllabus
  25. 25. Some software examples of PBT ...just a few screenshots
  26. 26. Performance-based Teaching FAQs Common questions about PBT Where is the organization?
  27. 27. 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.”
  28. 28. Performance-based Teaching FAQs Common questions about PBT How can you use PBT in groups?
  29. 29. 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
  30. 30. Conclusion: stakeholder benefits from PBT Potential for higher ROI all the way around
  31. 31. Benefits for students • Engagement, motivation, learning • Avoids artificial “working” vs. “in English class” • Improved professional performance
  32. 32. Benefits for teachers, schools • Our tools work better (e.g. drills are more meaningful) • Differentiation and competitive advantage in market
  33. 33. 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!
  34. 34. 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
  35. 35. Performance-based approaches to BE and ESP Questions and discussion

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