This task sequence is designed for average to high level language learners (B2 minimum) studying cross-curricular social sciences and languages, with a focus on intercultural aspects of society. It aims to help students debunk myths and stereo-types associated with citizenship rights and immigration. The project helps students compare and contrast the immigration process in different countries and to come to an understanding of what it means to &lsquo become a citizen&rsquo (versus being born into &lsquo full&rsquo citizenship rights). It begins with a frame-work made up of different levels of learning. At this stage, the students have already worked together on small tasks and know each other (see task database for ideas on getting to know each other if students are new to the exchange).
Level 1 – information gathering
Level 2 – looking at the perspectives of the &lsquo other&rsquo
Level 3 – acting on this new knowledge and understanding for social action
Project based on original idea by Melinda Dooly (Universitat Autònoma de Barcelona, ES), Robert Foster (Edge Hill University, UK) and Dorota Misiejuk (Uniwersytet w Bialymstoku, PL)
|How to become a citizen|
|What s in a fairy tale?|
Language of task instruction:
Social Science, Political Science
More than 10 sessions
Project based on original idea by Dooly, Foster and Misiejuk. Title: Developing a world view of citizenship education in higher education programmes
Languages that can be used:
|Online communication skills|
Instructions for the task sequence:
The teaching approach recommended here is Project-Based Language Learning (PBLL). The basic idea is that language learning engages students and empowers them with the responsibility of their own learning. This PBLL aims to connects content and target language learning through activities that are intellectually and emotionally challenging, set within the framework of collaborative projects. Students are required to assimilate and apply knowledge and collaboratively construct solutions to problems, using both previous and newly-acquired knowledge to explore, interpret, negotiate, assimilate and apply new information.
It is suggested that both teachers and learners take time before starting on the online collaborative exchange to discuss thoroughly what responsibilities are required for collaborative learning and what benefits the students will derive from it.
Basic rules of cooperation can be drawn up during discussion of learner responsibilities and expectations.
Criteria for Completion:
Formative assessment is recommended.
Comments and suggestions: