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CALL Design: Principles and Practice
Proceedings of the 2014 EUROCALL Conference, Groningen, The Netherlands
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2. 65
Designing a task based curriculum
for intensive language training
Joost Elshoff1
Abstract. In this paper, I will report on the progress made in designing a curriculum
for intensive language training, in which one-on-one instruction is combined with
online exercises and drills to achieve an optimal blend of expertise and technology
enhanced language learning. The Common European Framework of Reference
(CEFR) has become a crucial tool for assessing language skills as well as for
developing courses for students. Working with a very heterogeneous target group
and teaching seven different languages in a five-day full immersion setting, it is
crucial to continuously focus on the language tasks they need to perform in their
target language. A task-based approach, in which language tasks are matched with
their corresponding level according to the CEFR and categorized for industry
specific domains, was designed and implemented for the development of new course
materials. The focus is on combining receptive and productive language skills in
realistic contexts, made available in an online learning environment as well as
through authentic materials with assignments to promote a thorough understanding
and the use of advanced language skills.
Keywords: CEFR, blended learning, task-based language learning, curriculum
design.
1. Introduction
This paper discusses the steps taken in the last five years towards designing a task-
based curriculum for communicative language learning and teaching in a blended
environment. It is taking the best from both worlds: experienced native speaker
teachers and technology that provides an environment in which students can boost
1. joost.elshoff@gmail.com.
How to cite this article: Elshoff, J. (2014). Designing a task based curriculum for intensive language training. In S.
Jager, L. Bradley, E. J. Meima, & S. Thouësny (Eds), CALL Design: Principles and Practice; Proceedings of the 2014
EUROCALL Conference, Groningen, The Netherlands (pp. 65-71). Dublin: Research-publishing.net. doi:10.14705/
rpnet.2014.000196

3. 66
Joost Elshoff
their language proficiency through authentic and relevant content and effective
drills and exercises.
2. Institutional setting
2.1. History
Figure 1. Three crucial years in the history of the institute
After opening the language laboratory in 1963, it did not take long to understand
the importance of technology in language teaching. While the school primarily
focused on missionaries and development workers travelling to distant parts of the
world, the quality and results achieved in the Regina Coeli language laboratory
quickly reached others, such as ambassadors, politicians and highly educated
professionals (http://www.reginacoeli.com/about-us/the-nuns-of-vught.html).
Figure 2. The first language lab in Vught (1963)2
2. This picture is from the archives of Regina Coeli. Reproduced with kind permission from the board of directors
(Harm-Jan Bouwknegt, Managing Director, and Esther van Berkel, Director of Studies).

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Designing a task based curriculum for intensive language training
2.2. View on language teaching
Students range from true beginners to near native speakers, and come from various
parts of the world to boost their proficiency for their target language. Much of the
original view on language teaching is still applied:
• students are individually taught by native speakers of the target language;
• all training programs are tailored to the specific needs of the student;
• teaching sessions alternate with study and practice in the language laboratory;
• all teaching occurs in an immersion setting, with a very limited use of
support languages;
• form and correctness are as important as fluency;
• grammar in use and context, vocabulary and communication focus on
language tasks the student needs to perform.
The old tape recorders, microphones and headsets were replaced by a virtual
learning environments (VLE) in the 1990’s, hosting learning materials for input
and practice after every individual teaching session on the institute’s network. By
2012, this VLE had seen a number of updates and was finally upgraded to e-Regina,
incorporating audio, video and various new question and drill types.
In 2001, the language institute implemented CEFR for assessment and teaching.
This framework is also used for the creation of ‘integrated assignments’, combining
receptive and productive skills using authentic materials such as television
programs, blogs and articles from newspapers and magazines.
3. CEFR, levels, tasks and domains
Designing realistic language tasks for our VLE is a challenging task, since the target
we work with is heterogeneous, as can be seen in Figure 3. Furthermore, there are
differences between target groups for languages taught at the institute: while the
departments teaching English, German, French, Spanish, Portuguese and Italian
mainly work with Dutch students, the students in Dutch language courses come
from other countries. The Dutch department also works with very varying levels
of proficiency, ranging from true beginners (0 - A1.1) to educative native (C1.1)
and native speakers attending courses to hone specific skills such as academic or
professional writing.
Other departments offer the same type of training, but to a more narrow range:
most Dutch students studying a foreign language tend to be somewhat proficient

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Joost Elshoff
in their target language. Also, whereas students studying Dutch plan to live and
work in the Netherlands, most of their Dutch counterparts studying other languages
tend to only need the target language in very specific situations, such as weekly
international meetings or negotiations.
Figure 3. Student profile for 2012, no data available on 20133
All of the elements described above were taken into account in designing a
framework for curriculum and course material development. This approach to
needs assessment (NA) is now used by all departments, and applied to their specific
target groups:
• identify target group of students (nationality, mother tongue, age, and
industry);
• identify domains of language (social, professional, role specific);
• describe language tasks based on CEFR levels for every domain;
• create instructional materials using or based on authentic materials.
All materials focus on a communicative approach to language learning in which
the learner’s need to communicate in specific situations is central. Assignments
typically incorporate reading or listening/viewing tasks with processing tasks.
3. http://annualreport.reginacoeli.com

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Designing a task based curriculum for intensive language training
Table 1. Key competences related to CEFR levels as part of curriculum
development framework
Figure 4. Example of a domain used in teaching Dutch
Tasks and assignments in the A-range of CEFR still focus on general topics of
interest, such as personal living and employment situation, family, and hobbies. In
the mid and high ranges of CEFR, we see a clear differentiation and specialization
in learning needs and tasks; whereas the tasks and assignments in the social
domain focus on situations anyone would need, the professional domains are more
differentiated for industry, role and language tasks required.
4. CALL in the context
of an intensive language training
The learner-centered approach to language training can only be effective because
of the way learning technology has been incorporated in the curriculum. The blend
of personal, one-on-one training and online processing in our online learning
environment is key to ensure the results our students aim to achieve. The expertise
offered by native speaker language trainers combines well with adequate exposure
to the new structures and vocabulary in a student’s target language. It also provides
ample examples and relevant contexts for the student to practice with.
An intensive, five-day individual training typically consists of up to four 1-hour
one-on-one sessions with a teacher and an equal number of sessions in e-Regina,
as shown in Figure 5.

7. 70
Joost Elshoff
Figure 5. Neuner, Krüger, and Grewer’s (1981) ABCD-model
translated to a 5-day intensive training
The time spent online in e-Regina is used to work on activities designed to optimize
the learning effect, as key elements to be practiced are in series of exercises
facilitating input, processing and active use in the target language, following the
ABCD-model (Neuner, Krüger, & Grewer, 1981) in which new language elements
are learned as follows:
• Input of new language elements through reading and/or listening.
• Guided processing through gap fill or matching exercises.
• Semi-guided processing through answering questions or finishing sentences.
• Conversation or discussion, role playing, and other more open exercises to
be done with a teacher.
Stages A, B and C can be facilitated in a VLE, using a wide variety of activities,
but stage D is best practiced with a teacher, since it requires direct and adequate
feedback only a teacher can provide, although there are only a small number of
activities that fall into this category.
5. Conclusions
Task-based language teaching in a communicative setting has been at the centre
of the way Language Institute Regina Coeli has designed and developed its
curriculum for over 50 years. Rooted in a long tradition of focusing on a student’s
learning needs and objectives and supported by modern technology, this approach
provides the kind of clear results in as short a time as possible.

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Designing a task based curriculum for intensive language training
Needs assessment on multiple levels has always been key to design and develop
the language learning experience that is the Regina Coeli approach. By thoroughly
understanding our students’ learning needs, we are able to create relevant
communicative situations and materials for them to work with.
Technology plays a substantial part in optimizing language learning: the e-Regina
VLE as well as the extensive library of exercises and authentic materials create
an environment that facilitates both teachers and students before, during and after
their intensive, individual language training.
Acknowledgements. I would like to thank Esther van Berkel (Director of Studies)
and Truusje Franssen (Head of Dutch department) for giving me the opportunity to
write and present this paper. Special thanks also go out to Suzanne Driessen (trainer
and editor-developer of content integrated learning materials) for her support and
for our discussions on educational innovation and e-learning. Last but not least,
I would like to thank Annemieke Wagenaar (project lead) and Rob Blatter (trainer
and consultant on instructional design) for their useful input and feedback.
References
CEFR. (2001). Common European Framework of Reference for Languages: Learning, Teaching,
Assessment. Strasbourg: Language Policy Unit. Retrieved from http://www.coe.int/t/dg4/
linguistic/Source/Framework_EN.pdf
Neuner, G., Krüger, M., & Grewer, U. (1981). Übungstypologie zum kommunikativen
Deutschunterricht. Berlin: Langenscheidt.