Global Simulation: A Student‐Centered, Task‐Based Format for Intermediate Foreign Language Courses

Glenn S. Levine

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Second Language Learning and Teaching EFL/ESL Teaching and Learning Linguistic Education and Pedagogy

Abstract

Abstract: This paper describes a student‐centered, task‐based alternative to published, mainstream curricula for intermediate university‐level (second‐year) foreign language courses: global simulation. The course format requires students to collaboratively complete a long‐term task organized around a single premise or scenario. In the process, they learn about particular aspects of the target culture and language, similarly to a traditional content course. Yet the objective is to make use of the content knowledge in functioning within and completing the simulation. Three example German courses are presented, followed by specific guidelines for designing a global simulation course.

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References

1996The Role of the Linguistic Environment in Second Language Acquisition 1998Focus on form in classroom second language acquisition 1995Classroom Assessment Techniques: A Handbook for College Teachers.2005The Handbook of Second Language Acquisition 1985Group Work, Interlanguage Talk, and Second Language Acquisition 2000Literacy and Language Teaching 1999INPUT, INTERACTION, AND SECOND LANGUAGE DEVELOPMENT 1999Learning a Second Language through Interaction

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2009Project-based learning in the teaching of English as a foreign language in Greek primary schools: from theory to practice 2012Study Abroad, Foreign Language Use, and the Communities Standard 2017Teaching culture as a relational process through a multiliteracies-based global simulation

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