Presentation given at EuroCALL 2014 in Groningen, on the approach to task based language learning for intensive language training

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

11. 5-DAY INTENSIVE COURSES

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.

14. CEFR, LEVELS, DOMAINS AND TASKS

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.

24. FROM DOMAINS TO TASKS

25. Some sample tasks

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

33. CONCLUSIONS

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

37. Language Institute Regina Coeli
www.reginacoeli.nl
Joost Elshoff
j.elshoff@reginacoeli.nl