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THIS TEXT DEALS WITH A NUMBER OF PROBLEMS THAT FLEMISH TEACHERS OF FOREIGN
LANGUAGES FACE IN NON-LINGUISTIC HIGHER EDUCATION. IN A FIRST INITIAL SITUATION THE
INCOMING STUDENTS HARDLY HAVE ANY KNOWLEDGE OF THE FOREIGN LANGUAGE; IN A
SECOND CASE, THE LEVEL OF THE FOREIGN LANGUAGE IS INSUFFICIENT TO MEET THE
OBJECTIVES OF THE CURRICULUM; IN A THIRD SITUATION INDIVIDUAL LANGUAGE
COMPETENCIES VARY AND THE GROUP SIZE HAMPERS THE ACHIEVEMENT OF COMMUNICATIVE
GOALS. EACH CASE WILL ILLUSTRATE HOW INDIVIDUALIZED AND BLENDED LEARNING IS
PRACTICALLY ORGANISED TO COMPENSATE FOR THESE SHORTCOMINGS.
1.1. Introduction
1.2. Method
1.3. Application
On the basis of their own knowledge they can aspire to A2 or B1/B2 levels.
The Dialang test they take at the start of their studies, is the necessary
touchstone.
The method of evaluation does not rely on linear group progress. The
individual progress of the student is tested. Consequently a beginner can
obtain a good score just as easily as an advanced student. Of course we
are aware that transition from A2 to B1 will take more effort than moving
from A1 to A2.
In spite of the fact that this method could be used in self-study, we have
kept the classroom activities. The most important reasons are:
- In a classroom situation, we can demonstrate various examples of
competencies. This is especially important for beginners of German.
Bearing this in mind, we have divided class groups into beginners and
advanced. Beginners have double the amount of contact hours.
- We also provide more support for the competencies at A1/A2 level via
the course books.
1.4. Evaluation
Two years of experience and fine-tuning have shown that two groups of
students get the most benefits from the method: beginners and those who
are most willing to adopt the philosophy of self-study.
The opportunity of this method is that it can be transferred to every
language level and every domain of teaching.
2. Lacunes en compétences linguistiques du FLE: une proposition de
solution.
(Jan Den Haese, chargé de cours FLE à la Haute École Artevelde).
Business English is taught in the three years of studies for the Professional
Bachelor in Business Management, specialization Marketing. Over the last
decade, the group size of EFL classes has grown to 35 students and over,
with teaching objectives that focus on the communicative (oral) skills of
the students. Traditional classroom teaching did not provide all students
with enough time to participate in genuine oral activities like business case
study discussions, to achieve the oral fluency goals. As a result, a blended
learning approach was created in which an amount of self-study was
complemented by work in smaller classroom groups (max 10-12).
The curriculum for marketing students consists of 4 Business English
courses, two of which in the second year of studies, corresponding to a
total of 17 Study Points (about 510 hours of work).
3.2. Blended learning for English in the three years of marketing studies
Blended learning has been used in the three years of the curriculum
Business English for marketeers, in order to compensate for larger group
size and individual variations in English language competencies.
End tests show that students achieve the required CEF level (C1) at the
end of their studies, with fewer classroom-bound lessons. Student polls
reveal a genuine interest in ELL because of the student’s own reflections
upon his progress and his own creativity in compiling the portfolio. An
additional advantage is that students indicate a willingness to continue
with their own English activities (web activities, TV broadcasts etc.) after
their studies; this is certainly the basis for a Life Long Learning attitude
towards their English language skills.