Task-Based Projects for Transition from University to Placements Abroad: Development of Academic, Sociocultural, and Employability Skills for Students of Spanish as a Foreign Language

Autor/inn/en	Pérez-Nieto, Nazaret; Llop Naya, Ares
Titel	Task-Based Projects for Transition from University to Placements Abroad: Development of Academic, Sociocultural, and Employability Skills for Students of Spanish as a Foreign Language
Quelle	(2022), (13 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Pérez-Nieto, Nazaret) ORCID (Llop Naya, Ares)
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Task Analysis; Universities; Study Abroad; Spanish; Undergraduate Students; Second Language Learning; Second Language Instruction; Foreign Countries; Student Placement; Translation; Essays; Video Technology; Learning Processes; Employment Potential; Job Skills; Barriers; Student Attitudes; Feedback (Response); Language Proficiency; Teaching Methods; Overseas Employment; Student Projects; Active Learning; Outcomes of Education; United Kingdom (Wales) + Suchen Sie Ihr Suchwort? Aufgabenanalyse; University; Universität; Studies abroad; Auslandsstudium; Spanisch; Zweitsprachenerwerb; Fremdsprachenunterricht; Ausland; Schülerpraktikum; Essay; Aufsatzunterricht; Learning process; Lernprozess; Arbeitsmarktbezogene Qualifikation; Beschäftigungsfähigkeit; Produktive Fertigkeit; Schülerverhalten; Language skill; Language skills; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; Auslandstätigkeit; Schulprojekt; Aktives Lernen; Lernleistung; Schulerfolg
Abstract	This paper shows how Task-Based Learning (TBL) is used to equip second-year Spanish students at Cardiff University for their placements during their year abroad. We present a set of task-based projects embedded within the curriculum to enhance both (1) the competences students have to acquire throughout their degree, and (2) the skills to overcome the challenges involved in tasks of similar nature when studying or working abroad. These activities (including translations, presentations, essay writing and the production of a vlog) put all the knowledge acquired into practice in real-life situations. The impact of these tasks on the learning process, academic, sociocultural, and employability skills, and the students' perceptions of the transition to placements abroad have been assessed through a survey. The sequences designed, the results and feedback collected are presented as evidence in favour of TBL as a suitable approach to qualify Higher Education (HE) students as proficient users of the target language during their time abroad. [For the complete volume, "Innovative Language Teaching and Learning at University: Facilitating Transition from and to Higher Education," see ED619814.] (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01