Communicative competence

1. Communicative competence Creating Tasks using Digital Tools in the MFL Classroom Socio-cultural knowledge and intercultural awareness Language awareness

2. Our learning intentions for today... To further develop our understanding of tasks in the MFL classroom To create valid tasks aligned to learning outcomes To explore digital tools which support real-life tasks To collaborate with colleagues in creating real-life tasks using digital tools

3. Junior Cycle MFLAims enjoy a language learning experience that will facilitate and encourage them to continue learning languages in the future develop skills that they can apply to other areas of study and to their lives actively engage in language activities and tasks appreciate their own and other cultures develop their capacity to use appropriate structures and vocabulary for purposes of communication, both written and oral develop the capacity to understand written and spoken language be reflective and autonomous in their language learning, and becoming actively involved in monitoring and assessing their progress communicate effectively and confidently in the target language in familiar contexts through a range of media

4. Features of a language-learning task… “ What are the important features of a language-learning task?” Go to menti.com Enter the code 57 89 37

5. Features of a language-learning task… • A task is a workplan • A task involves a primary focus on meaning.  • A task involves real-world processes of language use. • A task can involve any of the four language skills. • A task engages cognitive processes. • A task has a clearly defined communicative outcome. (Ellis, R. (2003) Task-based Language Learning and Teaching, Oxford: Oxford University Press)

6. How do real-life online tasks fit into our MFL specification? The students’ engagement and learning are optimised by a fully integrated experience of Communicative competence, Language awareness, Socio-cultural knowledge and intercultural awareness. (Specification, p. 11)

7. Which learning outcomes develop students’ digital literacy? Step 1: Read through the learning outcomes Step 2: identify the learning outcomes within each strand which develop students’ digital literacy Strand 3 Strand 1 Strand 2

8. Learning Outcomes which develop digital literacy Strand 1: 1.4 source, select and share audio stimuli such as songs, conversations, advertisements through appropriate digital technologies 1.8 source and use authentic texts to explore topics of relevance through a range of media) 1.16 communicate orally with others using digital technologies such as social media 1.17 write words and create short sentences using various media (emails, letters, blogs, postcards…) on everyday topics with accuracy) 1.22 produce and edit texts and interact with others in writing using appropriate digital technologies Strand 3: 3.3 use a range of media to display and present the information they have acquired) 3.6select, process and present information through appropriate use of digital technologies, and evaluate it for truth and reliability

9. Creating Learning Units • Step by Step: • Consider the age and stage of the students • Select the Learning Outcomes • 3.  Integrate across the three strands using  up to 4 learning outcomes per unit • - What do I want my students to be able to do in the target language? ( Strand 1) • - What do they need to know about the target language  • and/or learning a language that will help them do that? ( Strand 2) • - What is a relevant context for this type of communication in the target language country? ( Strand 3) • 4. Align assessment with the learning outcomes • 5. Choose appropriate activities

10. Planning units of work What do we want our students to know, understand and be able to do at the end of the unit? As an MFL department How do we know they know? What will we do to get them there? Individually or collaboratively

11. Creating real-life tasks Use the QR codes handout to access webtools​ Step 1: Carry out the "End of Unit Task" selected for these learning outcomes Step 2: Share the task with your colleagues

12. Presentation of Tasks

13. Reflecting on the learning.. Use the QR codes handout to access webtools​ Step 1: Consider whether the task assesses the learning outcomes in this learning unit Step 2: Reflect on possible classroom activities which will develop students' language and digital skills throughout this unit

14. Useful steps in creating real-life tasks online • Identify sites where the real-life tasks can be carried out • Create the Teaching and Learning Scenario around the task • Support learners to facilitate task completion • Support learners to reflect on digital tools as well as language learning

15. Key Messages • Meaningful integration of ICT can be achieved by integrating Learning Outcomes across the strands • Tasks provide an opportunity for meaningful communication in the target language  • Tasks using digital tools allow students to develop language and digital skills

16. Our learning intentions for today... To further develop our understanding of tasks in the MFL classroom To create valid tasks aligned to learning outcomes To explore digital tools which support real-life tasks To collaborate with colleagues in creating real-life tasks using digital tools

17. Thank you!elisabeth.butler@jct.ieeileen.bowman@jct.ie Learning another language is not only learning different words for the same things, but learning another way to think about things. - Flora Lewis