Telecollaborative CLIL project

In this task two groups of FL learners – from two different countries – work on a content project in a blended manner.

Institution reporting the task:

None

Language of task instructions:

English

Target Group:

Foreign languages

Level:

Any

References and acknowledgements:

None

Type:

Collaborative tasks

Estimated Duration:

4 sessions

Topic:

any topic issue: environment, animal protection, etc.

Tags:

CLIL
blended learning

Acknowledgements:

None

Language Configurations:

Lingua Franca

Language(s) that the task can be used in:

Any

Dominant language production:

Writing/reading asynchronous

Target Competences:

Language competence

Specific pedagogical objectives:

Development of students interest in cultural similarities and differences

Suggested Communication Tools:

Asynchronous text
Collaborative tools

Suggested Resources:

None

Instructions:

The project activities consist of face-to-face work (whole class activities, group work activities, pair work and individual work) and online work with international partners (primarily pair work and group work). There is a content / social issue chosen for the task.

Some of the online activities involve:

  • Participating in a forum about the topic issue in which the students explain different topics and concepts related to the issue that are relevant to their countries. The pupils are asked to post comments, links, and images.
  • Comparing and contrasting different issues that are important to each community and how they are dealt with.
  • Based on the previously shared information, preparing a collaborative topic-issue-related wiki.

Learner Texts:

None

Document related to the task:

None

Criteria for Completion:

up to the two teachers may be process and/or product related

Comments and suggestions:

The article in which the project is described specifies execution time as the whole school year (hence the 4-session length marked here is not very accurate)

Author/copyright:

Task found in: Dooly, Melinda (2011). Divergent Perceptions of Telecollaborative Language Learning Tasks: Task-As-Workplan vs. Task-As-Process http://llt.msu.edu/issues/june2011/dooly.pdf

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