12. The authenticity continuum
task authenticity ranges along a cline
Artificial Authentic
decontextualised
gap fill
info gap
role play
simulation
presentation
rehearsal
Because most business people see language study as a
means to an end, the closer we get to authenticity the better.
13. Q: How do we support learner
performance?
A1: Different approaches to BE, ESP course design
14. Course design Selection of outcomes Material and process
Different approaches to BE, ESP course design
Curricular, needs-based, performance-based
Source: Cleve Miller in 2/2010 Business Issues
(BESIG)
15. Course design Selection of outcomes Material and process
Curriculum-based
Needs-based
Performance-based
Source: Cleve Miller in 2/2010 Business Issues
(BESIG)
Different approaches to BE, ESP course design
Curricular, needs-based, performance-based
16. Course design Selection of outcomes Material and process
Curriculum-based
predicts generic
performance goals
Needs-based
Performance-based
Work through a coursebook
Source: Cleve Miller in 2/2010 Business Issues
(BESIG)
Different approaches to BE, ESP course design
Curricular, needs-based, performance-based
17. Course design Selection of outcomes Material and process
Curriculum-based
predicts generic
performance goals
Work through a coursebook
Needs-based
Performance-based
identifies categories of
performance goals
Select from range of resources,
based on needs analysis
Source: Cleve Miller in 2/2010 Business Issues
(BESIG)
Different approaches to BE, ESP course design
Curricular, needs-based, performance-based
18. Course design Selection of outcomes Material and process
Curriculum-based
predicts generic
performance goals
Work through a coursebook
Needs-based
identifies categories of
performance goals
Select from range of resources,
based on needs analysis
Performance-based
responds to specific
performance events
Language needs for the event
define materials, methods
Source: Cleve Miller in 2/2010 Business Issues
(BESIG)
Different approaches to BE, ESP course design
Curricular, needs-based, performance-based
19. Q: How do we support learner
performance?
A2: A 4-step process approach to PBT
20. Step 1: Select the performance event
• Learner drives selection of event
• Teacher supports and guides
• Other stakeholders (HR, line manager) may be involved
21. Step 2: Define the key messages
• Sales presentation: features, benefits
• Business dinner: personal anecdote, questioning
• Teacher identifies language needed (e.g. structures, lexis)
22. Step 3: Plan, resource and teach
• Language needed for messages documented as goals
• Syllabus > material: authentic, courses, learner’s material
• Transition from practice to production closer to event
23. Step 4: Post-performance reflection,
feedback
• Reflective narrative by the learner
• Were the linguistic objectives achieved in actual event?
• Results feed into next stage of syllabus
39. Performance-based Teaching FAQs
Common questions about PBT
Where is the organization?
“Actually, PTB is extremely organized.
It’s just not pre-organized...we organize
when we have something to organize
around, and not before.”
41. Performance-based Teaching FAQs
Common questions about PBT
How can you use PBT in groups?
• Group work + guided self-instruction
• Groups sometimes have group events
• With multiple events in a group, often you
can find a common message, language needs
43. Benefits for students
• Engagement, motivation, learning
• Avoids artificial “working” vs. “in English class”
• Improved professional performance
44. Benefits for teachers, schools
• Our tools work better (e.g. drills are more meaningful)
• Differentiation and competitive advantage in market
45. Benefits for teachers, schools
• Our tools work better (e.g. drills are more meaningful)
• Differentiation and competitive advantage in market
• And most importantly: it’s fun!
46. Benefits for customers, training
departments
• Training is directly focused on business results
• Adds another tool to their training portfolio (“BE-CLIL”)
• ROI focus gains buy-in from upper management