In recent years, the potential of web-based course delivery and Computer Mediated Communication (CMC) has given rise to many language learning projects. In the case of Language for Specific Purposes, the use of e-mail, discussion forums, videoconferencing, etc., can facilitate international collaboration between students of different cultural backgrounds, native languages and specialisms. Indeed, LSP courses that draw on the principles of task-based and tandem learning and that are supported by the use of networks are likely to enable the collaborative construction of knowledge - not only about language but also about specific subject matters-, the development of intercultural awareness and competence, and the acquisition of transferable skills.
TECHNE is a collaborative LSP project
between the Institut National des Télécommunications (Evry, France)
and Dublin City University (Ireland), which was launched in October 1998. It
involves the teaching and learning of both French and English for Engineering
and Business within a virtual bilingual classroom. During the implementation
of a pilot module (TECHNE 1), students from both institutions were assigned
a task to be carried out, collaboratively, in bi-national interdisciplinary
teams which were guided by language and engineering lecturers from both institutions.
Students and lecturers worked within a web-based distance learning environment
(TopClass®) which integrates course delivery, computer conferencing and
a number of class management tools. The computer conference was complemented
by e-mail and video-conferencing.
The formative evaluation of this pilot
phase suggested a number of changes that were implemented in TECHNE 2 (1999
and again in 2000). The task assigned to students was redefined to ensure a
better integration of subject matter, intercultural awareness and language learning.
Structured activities enabled students to reflect on cultural differences in
the way they approached an engineering task, and in advertising trends. Language
awareness was also enhanced through regular observations of native and non-native
language use.
Collaboration between students, both
locally and at a distance, was enhanced through the definition of specific roles
assigned to each team member and through a revised technological infrastructure
which saw the addition of chatrooms, thus allowing for more flexibility and
reliability. Finally, collaboration between staff from both institutions was
also improved through a clearer division of tasks and responsibilities.
Françoise Blin
Dublin City University, Ireland
And
Roisin Donohoe
Institut National des Télécommunications, France