Skype in the ELE classroom: effectiveness of online teaching in coaching stud...SpanishviaSkype
'Skype in the ELE classroom: effectiveness of online teaching in coaching students for the DELE exam'. Lecture given by SpanishviaSkype's teacher Lorena Aguado at the II International Conference 'MOOCs Language Learning and Mobility' (Naples, 13-14 October, 2017)
CEFR Common European Framework of Reference for LanguagesJoel Acosta
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated as CEFR, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries (for example, Colombia and the Philippines). It was put together by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996. Its main aim is to provide a method of learning, teaching and assessing which applies to all languages in Europe.
Skype in the ELE classroom: effectiveness of online teaching in coaching stud...SpanishviaSkype
'Skype in the ELE classroom: effectiveness of online teaching in coaching students for the DELE exam'. Lecture given by SpanishviaSkype's teacher Lorena Aguado at the II International Conference 'MOOCs Language Learning and Mobility' (Naples, 13-14 October, 2017)
CEFR Common European Framework of Reference for LanguagesJoel Acosta
The Common European Framework of Reference for Languages: Learning, Teaching, Assessment, abbreviated as CEFR, is a guideline used to describe achievements of learners of foreign languages across Europe and, increasingly, in other countries (for example, Colombia and the Philippines). It was put together by the Council of Europe as the main part of the project "Language Learning for European Citizenship" between 1989 and 1996. Its main aim is to provide a method of learning, teaching and assessing which applies to all languages in Europe.
Ellevation Education - Setting ELL Language Objectives (Webinar Slides)paulkuhne
In Massachusetts, there's a strong priority on helping English Language Learners (ELLs) develop academic language. To do this, we know that effective instruction for ELLs requires both content and language instruction. However, crafting effective language goals for ELLs may require some support. ESL educators are asking a variety of questions, including:
- What does an effective language objective look like?
- How do I use WIDA to help craft language objectives?
- Who can I learn from and are there best practices?
Join ESL colleagues from across Massachusetts for a free webinar focused on the development of effective language objectives on Wednesday, March 13, 2013 from 4:00-5:00 PM Eastern.
UP Academy Lawrence ELL teacher Allison Balter and Ellevation CEO Jordan Meranus will explore effective practices, tips and takeaways, teacher success stories, and a model for crafting language goals - and will leave plenty of time for Q&A. We'll cover:
- The importance of language goals.
- A step-by-step process for crafting powerful language goals.
- How to use WIDA's resources (CAN DO Descriptors, MPIs, etc.) to inform the development of language goals.
- Examples of language goals and use in a classroom.
Smart English through Technology & Science + Spoken English SimulatorSuresh Namboothiri
Entire English lessons (high school level to professional level) are explained through inspiring stories, anecdotes, facts & jokes from Science and Technology. Or in other words, you build higher levels of English competency in meaningful ways so that you earn trust & admiration of others.
Through sharpest and funniest wisdom ever passed through human lips, you have the opportunity to strengthen your communication skills from basic to advanced level.
Ellevation Education - Setting ELL Language Objectives (Webinar Slides)paulkuhne
In Massachusetts, there's a strong priority on helping English Language Learners (ELLs) develop academic language. To do this, we know that effective instruction for ELLs requires both content and language instruction. However, crafting effective language goals for ELLs may require some support. ESL educators are asking a variety of questions, including:
- What does an effective language objective look like?
- How do I use WIDA to help craft language objectives?
- Who can I learn from and are there best practices?
Join ESL colleagues from across Massachusetts for a free webinar focused on the development of effective language objectives on Wednesday, March 13, 2013 from 4:00-5:00 PM Eastern.
UP Academy Lawrence ELL teacher Allison Balter and Ellevation CEO Jordan Meranus will explore effective practices, tips and takeaways, teacher success stories, and a model for crafting language goals - and will leave plenty of time for Q&A. We'll cover:
- The importance of language goals.
- A step-by-step process for crafting powerful language goals.
- How to use WIDA's resources (CAN DO Descriptors, MPIs, etc.) to inform the development of language goals.
- Examples of language goals and use in a classroom.
Smart English through Technology & Science + Spoken English SimulatorSuresh Namboothiri
Entire English lessons (high school level to professional level) are explained through inspiring stories, anecdotes, facts & jokes from Science and Technology. Or in other words, you build higher levels of English competency in meaningful ways so that you earn trust & admiration of others.
Through sharpest and funniest wisdom ever passed through human lips, you have the opportunity to strengthen your communication skills from basic to advanced level.
LANGO - mobile language learning project (EDEN Conference, Oslo, June 2013)Alan Bruce
The LANGO project is funded by the EU Lifelong Learning Program. It creates a mobile language learning tool in four lesser taught languages in Europe: Maltese, Greek, Bulgarian, Russian. It uses a calendar based course of short daily lessons - 365, one per day of the year. partners in the project come from Bulgaria, Cyprus, Malta and Ireland.
A presentation about assessment in Moroccan high school. The standards-based approach to the teaching of English suggested in this Slideshare requires performance-based assessment.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Basic phrases for greeting and assisting costumers
Designing a task based curriculum for intensive language
1. Designing a task based curriculum for
intensive language training
Reflections on 50 years of experience
2. Joost Elshoff
1997 – 2004 Spanish Language and Literature, major in
Linguistics – University of Amsterdam
2007 – present Language trainer Dutch – Language Institute
Regina Coeli
2014 – 2015 Ambassador for Mission Start – Dutch
community of practice for Gamification and
Game Based learning
Areas of interest and expertise:
E-learning development, Game based learning, blended learning,
educational technology and innovation
3. FROM MYSTICISM TO METHOD
Development of the Regina Coeli method in a nutshell
4. From mysticism to method
Highlights in the history of Language Institute
Regina Coeli
1597 1598-1903 1903 1963 2014
5. From mysticism to method
1597
“Le zèle de l’instruction est le sujet de ma vocation”
Passion for education is the subject of my vocation
Alix le Clerc
6. From mysticism to method
1598 - 1903
The congregation of St. Augustine founded various
ecumenical schools for girls throughout Europe, to
provide a suitable education regardless their social and
religious background.
7. From mysticism to method
1903
Flight to Vught.
Separation of church and state in France: no more
education by religious orders.
8. From mysticism to method
1963
The future takes shape: Regina Coeli opens language
laboratory.
9. From mysticism to method
Tailored Courses in 7 languages:
English, Dutch, German, French, Spanish, Italian and
Portuguese
2014
10. Some numbers
2013
Training weeks 47
Number of full-time
courses
taught
3111
32.8%
29.5%
2.9%
5.8%
13.4%
13.8%
1.8%
English
Dutch
German
French
Spanish
Italian
Portuguese
Information from:
http://annualreport.reginacoeli.com
12. Designing a Task-based curriculum
Verticals in language teaching
Day 1 Day 2 Day 3 Day 4 Day 5
Trainer A
Trainer B
Trainer C
Trainer D
Ob
jec
t i
ve
Ob
jec
t i
ve
Ob
jec
t i
ve
Ob
jec
t i
ve
Ob
jec
t i
ve
TEAM WORK
13. Daily routine
1 course member - 4 trainers:
• Vocabulary
• Grammar input
• Grammar in context
• Conversation and presentations
Trainers work with course
member to achieve daily
objective.
15. CEFR in 3 stages
Self evaluation Questionnaire based on CEFR
can do statements
Pre-course placement test Based on input from
questionnaire, tests vocabulary
and use of grammar
Intake interview Identifies learning objectives
within boundaries of CEFR
Before a course
16. CEFR in 3 stages
During a course
Instructional materials Authentic and adapted materials
including videos, listening and
reading assignments
Communicative language tasks CEFR’s can do statements
translate to suitable tasks and
situations
Interaction with other course
members
Group activities to match course
members’ learning goals
17. CEFR in 3 stages
Evaluation of goals in context of
CEFR
At the end and
afterwards
All trainers evaluate
performance of their course
member, based on both passive
and active skills, mastery of
grammar and vocabulary, and
rate these according to CEFR
Follow-up programs Coaching and distance learning
packages suiting the direct
learning needs a course member
may have
Study advice Resources and situations to
practice with after a course,
suitability according to CEFR
level
18. 0 - A2
Basic user
-
Waystage
Focus on general contexts and situations
main linguistic skill:
describing
Tasks include:
• introducing oneself
• short presentations on personal and
professional background
• planning and calendar
• housing
• leisure and hobbies
• basic professional meetings
• opinions and preferences
Interactions with fellow course members at
same level.
19. B1.1 - B2
Threshold
-
Vantage
Elaboration of contexts and situations, language
user starts specialising
main linguistic skills:
Informing, instructing
Tasks include:
• explaining a process
• participating in a meeting
• forming and sharing opinions
• reading more complex texts in relevant
domains
• writing e-mails to instruct coworkers
• writing longer informative texts
• longer and more detailed presentations
20. > B2
Effective
proficiency
-
Mastery
Linguistic specialisation clearly visible, language
user develops in relevant domains, job related
main linguistic skills:
Motivating, discussing, debating
Tasks include:
• Actively participating in meetings
• Discussing various opinions to negotiate
consensus
• Leading and managing conversations
• Reading and reproducing complex and long
texts
21. What is a domain?
A domain of language: a set of communicative situations and
contexts within a specified topic or area of expertise
Domain 1: Personal Identity
Basic user -
Waystage
Direct need to communicate:
• Personal identity
• Health
• Wellbeing
• Housing
Threshold -
Vantage
Personal and professional interaction:
• Communications
• Collecting information
• CV – Resume
• Personal / Professional development
• Codes of Conduct
Effective
Proficiency -
Mastery
Professional use of language:
• Human Resources
• Medicine
• Psychology
• …
22. Domains: an example
Domains are specific for every language department, as their target
groups vary considerably.
For Dutch, 7 domains have been identified:
1.Personal Identity, Housing, Wellbeing and Health
2.Leisure, Sports and Entertainment
3.Private Finance, Economics and ICT
4.Office, Planning, Management and Organisation
5.Education and Culture
6.PR, Marketing and Sales
7.Construction and Production
23. Identifying domains
Steps towards collecting useful domains of language
Course member provides information on:
Linguistic background (mother tongue, other languages spoken, etc.)
Level of education (vocational, bachelor, master, etc.)
Professional background (role, responsibilities and industry)
Intake interview with language trainer provides information on:
Learning objectives
Domains of language suitable for learning objectives and CEFR
Mastery of grammar
Result:
On a meta level, this data provides a detailed view of a target group for a
specific language, a starting point for identifying domains in which to
develop course materials.
26. Task: Willem Wever
Select and read up to 3 Q&A items, prepare a presentation
explaining how each of these items works.
Level: B1
27. Task: The internet generation
Watch program on The Internet Generation, answering the
main question: does the internet make us dumber?
Create a mind map on the topic expressing your personal
view on the subject.
Level: B2
28. Task: Big Data
Listen to interview on the influence of consumer data
collection and big data, read article on advantages and
disadvantages of customer loyalty programs.
Prepare mind map and discussion expressing personal views
on the subject.
Level: B1 - B2
29. CALL IN THE CONTEXT OF AN
INTENSIVE LANGUAGE TRAINING
30. Schedule and infrastructure
Individual sessions
alternate with
online activities
and selfstudy:
08.20 Session with trainer A
09.20 online activities
10.35 Session with trainer B
11.35 Selfstudy
12.30 Lunch
13.25 Session with trainer C
14.25 online activities
15.40 Session with trainer D
16.40 online activities
31. Online activities consist of:
Work on LAN applications
Audio recording
Pronunciation drills
Videos
Work in e-Regina VLE
Drills and exercises for grammar
and vocabulary
Work in Office applications
Writing assignments
Presentations
32. e-Regina VLE
Developed from 2010 onwards by Regina Coeli and U&I
Learning (Eindhoven)
Replaces older VLE (1998)
Incorporates various new activity types, including:
• gap fill (written or recorded)
• multiple choice
• multiple select
• matching
• hotspot
• embedded audio
• embedded video
• various drag & drop activities
34. Regarding TBLT/TBLL
In preparing tasks:
it pays to know your students’ learning needs
collect as much information on their personal and professional
background, as to create separate domains of language for
teaching purposes.
Identifying realistic situations and contexts before designing
tasks helps teachers and developers to create suitable activities
35. Regarding teachers
Focus on having all teachers/trainers on board before
implementing new frameworks
Involve as many teachers/trainers as possible when designing
and developing tasks
When technology becomes an obstacle for some: make sure no
one is left behind
36. Regarding course members
In our experience, making sure course members or students
can fully concentrate on language learning is crucial to achieve
the results they aim for, so:
Make sure they’re comfortable while learning
Nudge them out of their comfort zone
Listen to their input and learn from them
Be prepared to adapt or modify existing learning content
Do not leave anything to chance