1. Designing a task based curriculum forintensive language trainingReflections on 50 years of experience

2. Joost Elshoff1997 2004 Spanish Language and Literature, major inLinguistics University of Amsterdam2007 present Language trainer Dutch Language InstituteRegina Coeli2014 2015 Ambassador for Mission Start Dutchcommunity of practice for Gamification andGame Based learningAreas of interest and expertise:E-learning development, Game based learning, blended learning,educational technology and innovation 3. FROM MYSTICISM TO METHODDevelopment of the Regina Coeli method in a nutshell 4. From mysticism to methodHighlights in the history of Language InstituteRegina Coeli1597 1598-1903 1903 1963 2014 5. From mysticism to method1597Le zle de linstruction est le sujet de ma vocationPassion for education is the subject of my vocationAlix le Clerc 6. From mysticism to method1598 - 1903The congregation of St. Augustine founded variousecumenical schools for girls throughout Europe, toprovide a suitable education regardless their social andreligious background. 7. From mysticism to method1903Flight to Vught.Separation of church and state in France: no moreeducation by religious orders. 8. From mysticism to method1963The future takes shape: Regina Coeli opens languagelaboratory. 9. From mysticism to methodTailored Courses in 7 languages:English, Dutch, German, French, Spanish, Italian andPortuguese2014 10. Some numbers2013Training weeks 47Number of full-timecoursestaught311132.8%29.5%2.9%5.8%13.4%13.8%1.8%EnglishDutchGermanFrenchSpanishItalianPortugueseInformation from:http://annualreport.reginacoeli.com 11. 5-DAY INTENSIVE COURSES 12. Designing a Task-based curriculumVerticals in language teachingDay 1 Day 2 Day 3 Day 4 Day 5Trainer ATrainer BTrainer CTrainer DObject iveObject iveObject iveObject iveObject iveTEAM WORK 13. Daily routine1 course member - 4 trainers: Vocabulary Grammar input Grammar in context Conversation and presentationsTrainers work with coursemember to achieve dailyobjective. 14. CEFR, LEVELS, DOMAINS AND TASKS 15. CEFR in 3 stagesSelf evaluation Questionnaire based on CEFRcan do statementsPre-course placement test Based on input fromquestionnaire, tests vocabularyand use of grammarIntake interview Identifies learning objectiveswithin boundaries of CEFRBefore a course 16. CEFR in 3 stagesDuring a courseInstructional materials Authentic and adapted materialsincluding videos, listening andreading assignmentsCommunicative language tasks CEFRs can do statementstranslate to suitable tasks andsituationsInteraction with other coursemembersGroup activities to match coursemembers learning goals 17. CEFR in 3 stagesEvaluation of goals in context ofCEFRAt the end andafterwardsAll trainers evaluateperformance of their coursemember, based on both passiveand active skills, mastery ofgrammar and vocabulary, andrate these according to CEFRFollow-up programs Coaching and distance learningpackages suiting the directlearning needs a course membermay haveStudy advice Resources and situations topractice with after a course,suitability according to CEFRlevel 18. 0 - A2Basic user-WaystageFocus on general contexts and situationsmain linguistic skill:describingTasks include: introducing oneself short presentations on personal andprofessional background planning and calendar housing leisure and hobbies basic professional meetings opinions and preferencesInteractions with fellow course members atsame level. 19. B1.1 - B2Threshold-VantageElaboration of contexts and situations, languageuser starts specialisingmain linguistic skills:Informing, instructingTasks include: explaining a process participating in a meeting forming and sharing opinions reading more complex texts in relevantdomains writing e-mails to instruct coworkers writing longer informative texts longer and more detailed presentations 20. > B2Effectiveproficiency-MasteryLinguistic specialisation clearly visible, languageuser develops in relevant domains, job relatedmain linguistic skills:Motivating, discussing, debatingTasks include: Actively participating in meetings Discussing various opinions to negotiateconsensus Leading and managing conversations Reading and reproducing complex and longtexts 21. What is a domain?A domain of language: a set of communicative situations andcontexts within a specified topic or area of expertiseDomain 1: Personal IdentityBasic user -WaystageDirect need to communicate: Personal identity Health Wellbeing HousingThreshold -VantagePersonal and professional interaction: Communications Collecting information CV Resume Personal / Professional development Codes of ConductEffectiveProficiency -MasteryProfessional use of language: Human Resources Medicine Psychology 22. Domains: an exampleDomains are specific for every language department, as their targetgroups vary considerably.For Dutch, 7 domains have been identified:1.Personal Identity, Housing, Wellbeing and Health2.Leisure, Sports and Entertainment3.Private Finance, Economics and ICT4.Office, Planning, Management and Organisation5.Education and Culture6.PR, Marketing and Sales7.Construction and Production 23. Identifying domainsSteps 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 objectivesDomains of language suitable for learning objectives and CEFRMastery of grammarResult:On a meta level, this data provides a detailed view of a target group for aspecific language, a starting point for identifying domains in which todevelop course materials. 24. FROM DOMAINS TO TASKS 25. Some sample tasks 26. Task: Willem WeverSelect and read up to 3 Q&A items, prepare a presentationexplaining how each of these items works.Level: B1 27. Task: The internet generationWatch program on The Internet Generation, answering themain question: does the internet make us dumber?Create a mind map on the topic expressing your personalview on the subject.Level: B2 28. Task: Big DataListen to interview on the influence of consumer datacollection and big data, read article on advantages anddisadvantages of customer loyalty programs.Prepare mind map and discussion expressing personal viewson the subject.Level: B1 - B2 29. CALL IN THE CONTEXT OF ANINTENSIVE LANGUAGE TRAINING 30. Schedule and infrastructureIndividual sessionsalternate withonline activitiesand selfstudy:08.20 Session with trainer A09.20 online activities10.35 Session with trainer B11.35 Selfstudy12.30 Lunch13.25 Session with trainer C14.25 online activities15.40 Session with trainer D16.40 online activities 31. Online activities consist of:Work on LAN applicationsAudio recordingPronunciation drillsVideosWork in e-Regina VLEDrills and exercises for grammarand vocabularyWork in Office applicationsWriting assignmentsPresentations 32. e-Regina VLEDeveloped from 2010 onwards by Regina Coeli and U&ILearning (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/TBLLIn preparing tasks:it pays to know your students learning needscollect as much information on their personal and professionalbackground, as to create separate domains of language forteaching purposes.Identifying realistic situations and contexts before designingtasks helps teachers and developers to create suitable activities 35. Regarding teachersFocus on having all teachers/trainers on board beforeimplementing new frameworksInvolve as many teachers/trainers as possible when designingand developing tasksWhen technology becomes an obstacle for some: make sure noone is left behind 36. Regarding course membersIn our experience, making sure course members or studentscan fully concentrate on language learning is crucial to achievethe results they aim for, so:Make sure theyre comfortable while learningNudge them out of their comfort zoneListen to their input and learn from themBe prepared to adapt or modify existing learning contentDo not leave anything to chance 37. Language Institute Regina Coeliwww.reginacoeli.nlJoost Elshoffj.elshoff@reginacoeli.nl