intercultural dimension of tasks in tblt petall...
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INTERCULTURAL DIMENSION OFTASKS IN TBLT – PETALL PROJECT :SAMPLES OF GOOD PRACTICES
PhD Julijana Vuco, Faculty of Philology, Belgrade University
Danijela Manic, MA, Aviation Academy, Belgrade
PETALL PROJECT
• PETALL – Pan European Task Activities for Language Learning
• Long life Learning Project, European Commission (through the EACEA)
• PETALL promotes TBLT through ICT in FL with emphasis on improving both language and ICT competencies
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• PETALL - a consortium of 20 partners
• Collaboration between two neighbouring tandems
• Four ICT-based language tasks
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• collaborative work
• the access to technology-mediated tasks
• mutual understanding and awareness of linguistic and cultural diversity
• the quality of teacher education in technology-mediated TBLT
• teachers’ digital competence
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TBLT
• TBLT - new teaching approach as a part of communicative methodology
• in compliance with European language education policy
• language in the context is a tool for communicating
• the focus on the meaning, not on a form
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• advantages - students learn language better when they are not aware of language; their attention is on meaning, not on form (task in simulated real-life situations)
• TBLT in synergy with the development of technology and ICT competences
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TASKS IN GENERAL
• learner-centered
• problem-solving activities
• help learners meet practical challenges
• facilitate interaction
• make learners responsible for the outcomes of the communication process
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TEACHERS’ ENVIRONMENT SHOULD BE CONSIDERED CAREFULLY
• amount of work involved in preparing the task
• difficulty of making learners communicate solely in the foreign language
• challenge of monitoring several groups at the same time in the course of the activity
• finding the most suitable strategies to enhance the quality of the student’s learning experience
• Discouraging to FL teachers?
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Ellis (2003)
task as a work plan with a focus on meaning, involving real-world language use and all four language skills through cognitive process with a clearly defined communicative outcome
PETALL tasks aligned with these criteria
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TASK FRAMEWORK LAYOUT OF TBL LESSON
Willis’ framework (1996):
• Pre-task
• Task cycle
• Language Focus
Ellis’ framework (2003):
• Pre-task
• During task
• Post-task
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INTERCULTURAL DIMENSION OF PETALL
• Intercultural competence
• A tecnical term
• Compleets the concept of communicative competence, accepted as a new ability.
• The intercultural competence is the skill of real interaction with persons from other cultures (Byram, 2004:297).
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COMMUNICATIVE INTERCULTURAL COMPETENCE
• To the seventies grammatical method with communicative principle. No culture, or culture with C.
• From seventies to nineties, to the communicative principle to the intercultural prospective.
• Buram (1997:5) propones the term intercultural communicative competence as ability to understand and relate to people from other countries.
• Beyond the elements of didactic knoledges from previous phases: linguistic competence, sociolinguistic and discoursive competence,
• there is also the intercultural competence based on knoledges, skills, behaviour and critical cultural consciousness with the goal to make an interculturaly competent speaker and a globally engaged citizen of the world.
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TASKS IN PETALL
• Serbian tandem -four ICT-based language tasks (Cooking, History of Aviation, Crime Story and Travelling)
• trailed and evaluated in the neighboring country (Turkey and Hungary)
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History of Aviation
• B1/B2 CEFR
• linguistic skills: Reading, Writing, Speaking, and Listening
• ICT competences: Searching the Internet for specific information, Making a video clip, comics, blog, interactive video file, Using mobile phones/androids for educational purposes
• The final product of the task: A multimedia presentation of interesting facts and events from the history of aviation
• Ellis’ framework
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History of Aviation
• implemented and trialed in Turkey in Gazi University Foundation Private Secondary School in the 8th grade
• students very motivated and interested
• a lot of previous knowledge shown
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History of Aviation
• implemented and trialed in AA, 2nd grade
• ppp, live show and video clip
• task product - most effective, creative and interesting
• Students enjoyed a lot, learnt a lot of new things
• The most interesting and difficult part of the task is ICT dimension
• Turkey and Serbia students did not chose event from the history of their country, respect people and events from other country and other histories
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Cooking
• implemented and trialed in Turkey
• intercultural competence and dimension
• religious and cultural factors play crucial role in preparing food, making recipes
• WHAT PROBLEMS MAY BE FACED REFERRING TO INTERCULTURAL COMMUNICATION?
• WHAT CAN BE DONE IN TERMS OF TASKS TO SOLVE THIS PROBLEM?
• HOW WOULD YOU DESIGN THE TASK FOLLOWING THE BEFORE MENTIONED PRINCIPLES?
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CONCLUSION
• TBLT - inevitable part of a communicative approach
• students learn language better when they are not aware of language but their attention is on meaning, not on form
• performing a task in a simulated real-life situations
• student-centered
• awareness on intercultural skills
• ICT and language competencies
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REFERENCES • Byram, M., Morgan.C. (1994).Teaching and learning language and culture, Multilingual Matters.• Byram, M. (1997).Teaching and Assessing Intercultural Communicative Competence. Clevedon: Multilingual Matters.• Byram, M., Gribkova B., Starkey, H. (2002) Developing the Intercultural Dimension in Language Teaching. Modern Languages, Language Policy Division, Council of Europe, Strasbourg.• Byram, M. (2000).Assessing Intercultural Competence in Language Teaching.Sprogforum, 18 (6): 8-13.• Council of Europe. (2001). Common European Framework of Reference for Languages: Learning, teaching, assessment. Cambridge: Cambridge University Press.• Dalton-Puffer, Christiane. 2008. Outcomes and processes in Content and Language Integrated Learning (CLIL): current research from Europe. Werner Delanoy and Laurenz Volkmann, (eds.) Future Perspectives for English Language Teaching. Heidelberg: Carl Winter. Dostupno na: http://www.univie.ac.at/Anglistik/Dalton/SEW07/CLIL%20research%20overview%20article.pdf [03.03.2013]• Ellis, R. (2003). Task-based language learning and teaching. Oxford: Oxford University Press• Mehisto, P., D. Marsh and M. J. Frigols. 2008. Uncovering CLIL, Content and Language Integrating Learning in bilingual and multilingual education. Macmillan. Oxford• Nunan, D. (2004). Task-based language teaching. Cambridge: Cambridge University Press• Prabhu, N.S., (1987). Second language pedagogy. Oxford: Oxford University Press.• Richards, J., & Rodgers, T. (2004). Approaches and methods in language teaching. Cambridge: Cambridge University Press• Rodríguez-Bonces, M. & Rodríguez-Bonces, J. (2010). Task-Based Language Learning: Old Approach, New Style. A New Lesson to Learn. Profile Issues in Teachers' Professional Development.pp. 165-178. Available at: http://www.redalyc.org/articulo.oa?id=169215620011 [accessed 25 November 2014]• Samuda, V., & Bygate, M. (2008). Tasks in second language learning. Houndmills, New York; Palgrave Macmillan• Van den Branden, K. (2006). Task-based language education: From theory to practice. Cambridge: Cambridge University Press• Willis, J. (1996). A Framework for Task-Based Learning. Harlow: Longman.• Willis, D., & Willis, J. (2007). Doing task based teaching. Oxford: Oxford University Press. 19/13
