Our
objectives...
...and
mission
Our sources...
Promote mutual understanding and awareness of linguistic and cultural diversity through ICT-based TBLT;
Enhance the quality of teacher education in technology-mediated TBLT;
Help the teachers further develop their digital competence.
Encourage collaborative work between teachers in different countries and teacher trainers by setting up regional networks for the development of ICT-based tasks;
Facilitate the access to technology-mediated tasks that travel well, securing the quality of the communicative exchange across cultural and geographic divides.
Our
target groups
Our staff
Language teachers
Teacher trainees
Researchers
Teacher trainers and researchers from ten universities from across Europe
&
Language teachers from ten junior and senior high schools from across Europe
A task is a workplan that requires learners to process language pragmatically in order to achieve an outcome that can be evaluated in terms of whether the correct or appropriate propositional content has been conveyed. To this end, it requires them to give primary attention to meaning and to make use of their own linguistic resources, although the design of the task may predispose them to choose particular forms. A task is intended to result in language use that bears a resemblance, direct or indirect, to the way language is used in the real world. Like other language activities, a task can engage productive or receptive, and oral or written skills and also various cognitive processes.
Ellis, 2003
... a pedagogical task is a piece of classroom work that involves learners in comprehending, manipulating, producing or interacting in the target language while their attention is focused on mobilizing their grammatical knowledge in order to express meaning, and in which the intention is to convey meaning rather than to manipulate form.
David Nunan, 2004
... the potential of ICT for language learning can be summarized as follows:
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ICT allows a high degree of differentiation. Individual needs and abilities can easily be accommodated.
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Working with ICT elicits a high degree of learner motivation and involvement.
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ICT offers enriched content and allows a more intense, multisensory learning process.
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ICT makes teaching more efficient, since the teacher can focus more on supporting learners rather than having to focus on providing content.
W. Schrooten, 2006