EBL FOR LANGUAGE LEARNING THE CASE OF SPANISH

1. EBL FOR LANGUAGE LEARNINGTHE CASE OF SPANISH ‘On How Language Can Change the World and Vice versa’ Dr. Susana Lorenzo-Zamorano Spanish, Portuguese and Latin American Studies

2. EBL FOR LANGUAGE LEARNING: SOME EXAMPLES • Project on EBL, interdisciplinarity and ESD (Geography, Medicine, Education, Spanish and Biological Sciences; funded by CEEBL in 2005-06) • Examples of EBL assignments in our language curricula S. Lorenzo-Zamorano

3. Interdisciplinary EBL module: learning outcomes • To develop EBL-based interdisciplinary team skills, e.g. • negotiating a topic and the process of enquiry • communicating material to non-specialists • developing an appreciation of other disciplines’ ways of working • To develop individual skills and abilities, including: • independent learning • bibliographic research • oral presentation and Q&A skills • creativity (poster design) • self and peer evaluation • online learning S. Lorenzo-Zamorano

4. Two part structure • Part 1 (6 weeks, 5 credits) • Enquiry-based learning on topic of own choice, culminating in a poster symposium • Completed by all students in interdisciplinary teams of 3 • Blended learning: weekly tutor-facilitated meetings + WebCT • Part 2 (5 weeks, 5 credits) • Medicine, Education and Spanish only • Tutor-led in discipline groups • Reflection on interdisciplinary experience; format and assessment varied with discipline, e.g. Learning journal, individual presentation S. Lorenzo-Zamorano

5. Part 1 programme • Week 1: Icebreaker • Introduction to the course, each other and WebCT • Week 2: ‘Starter articles’ & ‘Topic statement’ • Week 3: ‘Which problems and questions?’ • Week 4: ‘Team abstract’ & Poster preparation • Week 5: Symposium • Posters with oral presentations • Week 6: Question Time and Plenary • Seen questions based on cross-briefing • Peer and tutor assessment Structured tasks set and submitted as postings to the Discussion Board via WebCT, with a worked example of AIDS to illustrate postings required. S. Lorenzo-Zamorano

6. Task 3: ‘Topic statement’ S. Lorenzo-Zamorano

7. The Global Challenge of TB: effects of TB on the immigrant population in Spain El Día del Niño por Nacer: legal and socio-political situation of women in Argentina in relation to abortion Road traffic accidents in the developing world; Mexico City Air Pollution in Santiago de Chile: causes, associated problems and analysis of solutions S. Lorenzo-Zamorano

8. Recycling: It's Rubbish!: Rethinking Waste Management - an International Perspective Shallow Graves, Deep Wounds: political violence in Peru S. Lorenzo-Zamorano

9. Task 6: ‘Questions please!’ S. Lorenzo-Zamorano

10. Main strengths of the module • Working with ‘new’ people/those from other disciplines • Learning new approaches to research and study • Seeing problems from a different or more holistic viewpoint • Freedom to choose topics/work independently S. Lorenzo-Zamorano

11. Acknowledgements • CEEBL • Charlotte Woods (Education), Julia McMorrow (Geography), Isobel Braidman (Medicine), Caroline Bowsher (Biological Sciences) • Our student partners S. Lorenzo-Zamorano

12. Examples of EBL assignments in our language curricula: SPLA20210 & SPLA30210 (MLBM) Main learning outcomes: • Develop students’ linguistic and intercultural competence (debating and negotiating skills) • Develop students’ awareness of global issues and promote certain values associated with moral responsibility (long-life skills). S. Lorenzo-Zamorano

13. GLOBAL ISSUES MLBM Integrated skills programme based on some of the economies of Latin America and issues of fair trade, moral responsibility, solidarity economy, impact of globalization on indigenous peoples, etc. (ESD-related content with an EBL approach). • DEVELOPMENT • DISEASE • SECURITY • EQUITY • FREEDOM • ENVIRONMENT • HEALTH • PEACE • RESOURCES • DEMOCRACY S. Lorenzo-Zamorano

14. Second year Spanish language directed oral project-based work (simulations) in 1-hour weekly sessions (10%). • ESD-related content + EBL approach • Students work collaboratively with others • Use of authentic materials based on own selection of documents and case studies • Peer and teacher evaluation • Online support through Blackboard S. Lorenzo-Zamorano

15. Assignment title: “El problema energético de Chile:¿industrializar la Patagonia?” • THE FACTS Chile is experiencing a severe energy crisis because of drought, a sharp reduction in natural gas imports from Argentina and the global escalation in oil prices. Hidroaysén, proposed by Endesa Chile, is a project to build five giant dams in Chilean Patagonia, a pair on each of the region's two biggest rivers, the Baker and the Pascua. The dams would damage Patagonia, one of the Earth's wildest and most beautiful places, and they would also have an impact on its people, including its indigenous communities. Chile's National Environmental Commission is yet to approve an environmental impact study carried out by the project’s authorities, and many other groups are working on ensuring it is not approved. • YOUR ROLE Carry out a study that incorporates an economic, environmental, social and technological analysis from various perspectives. In a final simulation, which will consist of a meeting with all the people concerned, you must negotiate and suggest realistic solutions to the problem and reach an agreement. S. Lorenzo-Zamorano

16. Assignment title:‘Setting up your own business in the Spanish-speaking world’ • Final task: group oral presentation • Students are provided with a series of newspaper articles and documents to identify certain global key issues that will help them provide an answer to the following questions: • What type of company would you set up? • Where would it be located and why? • What would its market segment be? • What would it be original about it? • What would your firm do to implement a culture of sustainability? • What would be the firm's main aspiration? • What problems could arise from cultural differences? S. Lorenzo-Zamorano

17. Assignment title:‘La invasión de Posadas’ • Source: R. Pym & M. Allinson, ¡Te toca! (London, Arnold, 2002) • Task: A new tourist development has been proposed for an environmentally sensitive area, where conflicting interests e.g. agricultural, cultural, migrational, etc. are already operative. Each student takes on the role of an interested party e.g. the housing developer, a local resident, a representative of an environmental group, and each in turn presents his/her case for or against the proposed development. • Finally, as a group, they are required to reach a majority decision as to whether it should go ahead, but each must try to negotiate the best terms for his own point of view, accepting some measure of compromise. S. Lorenzo-Zamorano

18. Feedback and lessons learned • Students found the projects interesting, informative and stimulating, and enjoyed the local and global issues which they raised. • Effective oral communication: students found the project had helped them improve their oral skills and overcome their shyness (good preparation for their Year Abroad) • Effective learning: meaningful communicative context and use of realia. • Promotes independent learning. HOWEVER • Students lack the expertise to propose very specific solutions to the problem. • Students need considerable preparation time. • Students rely on each other and on their interaction  the bigger the group the worse. S. Lorenzo-Zamorano

19. Examples of common EBL practices • Error analysis • Translation exercise • Critical reading involving looking through the text for context, iconic, syntactic grammatical and cultural clues that help us understand ideas on style, vocabulary, aims and approach S. Lorenzo-Zamorano