Performance-based approaches to BE and ESPDriving ROI for our students and clients

Web 2.0 complements top-down content

with “bottom up”, user-generated content.

English360 is one way to bring web 2.0

approaches to ELT, BE, ESP.

The result is personalisation, and one way of

authentic personalisation in BE, ESP is

Performance-Based Teaching (PBT).

What this session is not...(not on purpose anyway)

not a new idea not a prescription

What this session is...

supporting performancethrough an emergent syllabus,

a few software examples,

and results and benefits of PBT.

What do we mean by performance?(...not the “competence vs performance” distinction.)

A performance event is an instance of authentic L2 communication in a professional context.

A specific, upcoming communicative performance

in the target language that merits sustained efforts

to optimize the results of that event.

The authenticity continuumtask authenticity ranges along a cline

Artificial Authentic

The authenticity continuumtask authenticity ranges along a cline

Artificial Authentic

decontextualisedgap fill

info gap

role playsimulation

presentation rehearsal

Because most business people see language study as a means to an end, the closer we get to authenticity the better.

Q: How do we support learner performance?A1: Different approaches to BE, ESP course design

Course design Selection of outcomes Material and process

Different approaches to BE, ESP course design Curricular, needs-based, performance-based

Source: Cleve Miller in 2/2010 Business Issues (BESIG)

Course design Selection of outcomes Material and process

Curriculum-based

Needs-based

Performance-based

Source: Cleve Miller in 2/2010 Business Issues (BESIG)

Different approaches to BE, ESP course design Curricular, needs-based, performance-based

Course design Selection of outcomes Material and process

Curriculum-basedpredicts generic performance goals

Needs-based

Performance-based

Work through a coursebook

Source: Cleve Miller in 2/2010 Business Issues (BESIG)

Different approaches to BE, ESP course design Curricular, needs-based, performance-based

Course design Selection of outcomes Material and process

Curriculum-basedpredicts generic performance goals

Work through a coursebook

Needs-based

Performance-based

identifies categories of performance goals

Select from range of resources,based on needs analysis

Source: Cleve Miller in 2/2010 Business Issues (BESIG)

Different approaches to BE, ESP course design Curricular, needs-based, performance-based

Course design Selection of outcomes Material and process

Curriculum-basedpredicts generic performance goals

Work through a coursebook

Needs-basedidentifies categories of performance goals

Select from range of resources,based on needs analysis

Performance-basedresponds to specific performance events

Language needs for the eventdefine materials, methods

Source: Cleve Miller in 2/2010 Business Issues (BESIG)

Different approaches to BE, ESP course design Curricular, needs-based, performance-based

Q: How do we support learner performance?A2: A 4-step process approach to PBT

Step 1: Select the performance event

• Learner drives selection of event

• Teacher supports and guides

• Other stakeholders (HR, line manager) may be involved

Step 2: Define the key messages

• Sales presentation: features, benefits

• Business dinner: personal anecdote, questioning

• Teacher identifies language needed (e.g. structures, lexis)

Step 3: Plan, resource and teach

• Language needed for messages documented as goals

• Syllabus > material: authentic, courses, learner’s material

• Transition from practice to production closer to event

Step 4: Post-performance reflection, feedback

• Reflective narrative by the learner

• Were the linguistic objectives achieved in actual event?

• Results feed into next stage of syllabus

select event

post-performancereflection

plan, resource,teach

define messages

4-step PBT cycle >> emergent syllabus

Some software examples of PBT...just a few screenshots

Performance-based Teaching FAQsCommon questions about PBT

Where is the organization?

Performance-based Teaching FAQsCommon questions about PBT

Where is the organization?

“Actually, PTB is extremely organized. It’s just not pre-organized...we organize when we have something to organize around, and not before.”

Performance-based Teaching FAQsCommon questions about PBT

How can you use PBT in groups?

Performance-based Teaching FAQsCommon questions about PBT

How can you use PBT in groups?

• Group work + guided self-instruction • Groups sometimes have group events

• With multiple events in a group, often you can find a common message, language needs

Conclusion: stakeholder benefits from PBTPotential for higher ROI all the way around

Benefits for students

• Engagement, motivation, learning

• Avoids artificial “working” vs. “in English class”

• Improved professional performance

Benefits for teachers, schools

• Our tools work better (e.g. drills are more meaningful)

• Differentiation and competitive advantage in market

Benefits for teachers, schools

• Our tools work better (e.g. drills are more meaningful)

• Differentiation and competitive advantage in market

• And most importantly: it’s fun!

Benefits for customers, training departments

• Training is directly focused on business results

• Adds another tool to their training portfolio (“BE-CLIL”)

• ROI focus gains buy-in from upper management

Performance-based approaches to BE and ESP

Questions and discussion