Presentaci

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From research to practice designing
online/multimedia occupational courses for
European certification CALL 2008 Antwerpen,
Belgium August - September, 2008
GexCALL Research Group - University of
Extremadura, Spain
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Importance of learning foreign languages
Foreign languages required
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Creation of language learning courses for
occupational purposes with online / multimedia
support (Moodle) for officially recognized
professional qualification in Europe. This RD
project proposes linguistic preparation for
meeting equivalency standards as established by
the Common European Framework for Languages and
Certification for workers in the EU. The service
sectors of tourism and commerce in Extremadura
southwestern Spain were selected.
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WHY?Interest and aims of the project
_at_ Creation of web-based (Moodle) multimedia
language courses for occupational purposes
according to European guidelines for specific
jobs.

• _at_ Improvement in the formative quality of working
  professionals for European equivalency
  recognition in languages as required by national
  and international certification levels.

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WHAT?Target Context

• Foreign Languages
• English, French, Portuguese and Italian

• Occupational sectors of interest for the region
• Commerce shop assistants
• Tourism waiters/waitresses bartenders

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HOW?Course availability in two formats

• multimedia CD-ROM
• Tool FMI management system content exercises
• Face-to-face, blended and distance learning
• Multimedia
• Blended follow-up evaluation

• On-line Learning
• Tool Moodle
• E-learning
• Individualized and collaborative activities
• Education and evaluation online.

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WHEN?Objectives Chronological Development

• Objective 1. Study of the Context
• 1.1. FL needs in professional contexts for
  European equivalency certification.
• 1.2. Examine viability of applying ICT to FL
  learning for occupational purposes.
• 1.3. Research characteristics of potential users
  of the application.
• Objective 2. Development of Tools
• 2.1 Multimedia CD-ROM
• 2.2. Learning on-line (Moodle)
• 2.3. Possible system adaptations.
• Objective 3. Creation of Content
• 3.1. Design study units.
• 3.2. Create interactive multimedia content.
• 3.3. Adapt content to specific needs.
• Objective 4. Evaluation and Analysis of the
  Teaching - Learning System
• 4.1. Evaluate the content functioning of the
  system.
• 4.2. Analyze the results obtained.

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Reference Documents Language Competence in
Professional Contexts

• Report by the Spanish National Institute of
  Qualifications (INCUAL).
• Draft of Royal Decree 27/03/2006, regulating the
  system of professional education for employment.
  Projected implementation 2013.
• Study on Educational Needs in Foreign Languages
  of the EU within the Occupational Contexts,
  elaborated in December 2002 by the National
  Institute of Employment in Spain.

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Minimum Levels of Professional Competence for the
Target Occupations. The Basic User A 1.

• A1
• Can understand and use familiar everyday
  expressions and very basic sentences to respond
  to very specific needs.
• Can introduce him/herself to others, ask and
  respond to questions regarding personal
  information such as where he/she lives, the
  people he/she knows and the things he/she owns.
• Can interact in simple circumstances when the
  interlocutor speaks slowly, clearly and can
  assist him/her in the communicative act.

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Minimum Levels of Professional Competence for the
Target Occupations. The Basic User A2.

• A2
• Can understand commonly used and very basic
  phrases and expressions (e.g. basic familiar
  personal data, shopping, geographical
  environment, job-related language)
• Can communicate regarding simple routine tasks
  requiring the exchange of simple and direct
  information on familiar topics and daily
  routines.
• Can describe features of his/her surroundings and
  topics related to his/her general interest.

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ICT Course Demo
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CONCLUSIONS.

• Multimedia knowledge management platform (Moodle)
  is ideal for creating online applications
  incorporating all linguistic components and
  language learning skills.
• Individualized tasks for acquisition of
  micro-skills pronunciation, vocabulary, oral
  practice, reading/writing competence.
• Collaborative tasks for the target acquisition of
  levels A1 and A2 the basic user.
• FL equivalency certification needs for
  professionals to meet national and EU standards
  for 2013 an achievable goal through ICT language
  learning.

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