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  • Course Title: CT and CLIL - Task based activities in foreign language learning / TIC e CLIL Compiti comunicativi nell’apprendimento delle lingue
  • Rationale and justification for the course: This course presents methods and good practices of Task-Based Language Teaching (TBLT) with examples from the European funded project (530863-LLP-1-2012-1-NLKA2-KA2MP) in which the University of Turin is a consortium Partner. The course aims at providing teachers with competences in designing and implementation of TBLT activities together with the active use of ICT. On the one hand the TBLT approach helps teachers in eliciting authentic language and communication beyond the structural activities proposed by textbooks; on the other hand ICT responds to the manifold needs of learners in terms of multimodality and – most important –motivation. The suggested activities fully align with the recommendations of the CERF and the Italian National Guidelines for language teaching and learning.
  • Investigation of the field (state of the art) and innovative character: In recent years ICT has become an essential requirement in a teacher’s portfolio as well as the emphasis on communicative language classroom and functional learning has deeply influenced the teaching approach to the language classroom. TBLT makes the integration of communicative approach and ICT possible. Thomas and Reinders (2010) and González-Lloret and Ortega (2014) edited volumes of studies dedicated to TBLT mediated by ICT, covering subjects as diverse as intercultural exchanges with the application of computer-mediated communication (CMC), network-based CALL, synchronous and asynchronous CMC, training teachers, and networks of virtual worlds. This course aims to train teachers to develop strategies for TBLT by the means of ICT tools.
  • Target groups: Primary and secondary school language teachers, teacher trainees, subject CLIL teachers
  • Outcomes: changes in practices, procedures or didactic materials: • Understand the main principles of TBLT. • Design TBLT activities . • Use ICT and integrate them in the tasks. • Incorporate tasks in CLIL classes. • Collaborate with neighbouring countries.
  • Contents: • Definition of TBLT • CLIL and TBLT • ICT tools for language teaching and CLIL • Samples of task based activities: o Finding Zemo o Dot to dot o Heroes have no identity o Commercials o Let’s go green o Map task and puzzle • Principles of task-based activities design and implementation • Discussion on the implementation and exchange of experiences
  • Methodologies: Presentation of the project and of the tasks by teachers who experimented them. Theoretical lectures. Practical workshops with group work. Tandem with other partners. Analysis of the implementation and good practices.
  • Evaluation procedures: Submission of an ICT-based task. Evaluation grid: Use of ICT +++|++|+ Task process +++|++|+ Language skills+++|++|+ Reading +++|++|+ Writing +++|++|+ Listening +++|++|+ Speaking +++|++|+ Social skills +++|++|+ Plenary discussion: discussion of the programming template, description of implementation and presentation of products.
  • Follow-up strategy: Participants will be invited to join the PETALL design platform and to participate in training and research initiatives to be developed under the project.
  • Schedule: Timeframe : 2 intensive-day course + 1 month (two sessions) Number of sessions 6 Total number of hours for each type of session 3
  • Approval by the national body: University of Turin, USR Piemonte Date of approval 20.03.2015 Ref. No. Prot. n. 2110
  • Scientific advisor: Mariarosaria Roberti, USR Piemonte Tecla Reverso, USR Piemonte
  • Bibliography and other resources: ALVES, J. M. (Dir.) (2001). Quadro Europeu Comum de Referência para as Línguas: Aprendizagem, Ensino, Avaliação. Porto: Ed. ASA. ELLIS, R. (2003). Task-based language learning and teaching. Oxford: OUP. GONZÁLEZ-LLORET, M. & ORTEGA, L. (2014). Technology-mediated TBLT. Researching Technology and Tasks. John Benjamins. LOPES, A. (2012). Changing teachers’ attitudes towards ICT-based language learning tasks: the ETALAGE Comenius project (the Portuguese case). The EUROCALL Review 20(1): 100-103. LOPES, A. (2014). PETALL: A European project on technology-mediated TBLT. In S. Jager, L. Bradley, E. Meima and S. Thouësny (eds.), CALL Design: Principles and Practice - Proceedings of the 2014 EUROCALL Conference, Groningen, The Netherlands. Dublin: Researchpublishing.net: 209-213. NUNAN, D. (2004). Task-based Language Teaching. Cambridge: CUP. NUNAN, D. (1989). Designing tasks for the communicative classroom. Cambridge: CUP. SCHROOTEN, W. (2006). Task-based language teaching and ICT: Developing and assessing interactive multimedia for task-based language teaching. In: K. van den BRANDEN (ed.), Taskbased language education: from theory to practice. Cambridge: Cambridge University Press, 129-150. THOMAS, M. and H. REINDERS (2010).Task-Based Language Learning and Teaching with Technology. Continuum Publishing Corporation. WILLIS, D. and J. WILLIS (2007). Doing Task-Based Teaching (Oxford Handbooks for Language Teachers). Oxford: OUP. WILLIS, J. (1996). A Framework for Task-Based Learning, London: Longman.