2. GLOBA L MULTI-LOCAL ParticularUniversal

5. Corporate Curriculum

6. “Communication is the fundamental life skill for the 21 st Century” Virginia Beardshaw

7. “... learning that occurs in a context, situation, or social framework. It is based on the concept of situated cognition, which is the idea that knowledge can’t be known or fully understood independent of its context” ( Kindley, 2002 )

8. * authentic, immersive learning environments enhance * learning outcomes * communication skills * learning motivation * psychological health * realistic * holistic learning * focus on applied knowledge * learner centered * engage the learner * makes learner reflect

11. is a Deloitte global Initiative to provide insight, understanding, knowledge and expertise on how leaders can successfully inspire, enroll and engage people to work together to achieve a common purpose.

13. GIVING FEEDBACK * on self – confidence and task achievement * noticing and reformulation * pronunciation * self- repair

14. Common European Framework DOMAINCONTEXTTASKSACTIVITIESTEXTS Occupational Organization: Multinational corporationAttend a workshop Listen as a member of live audienceSustain Monologue Location: OfficeRead informationSpoken production Powerpoint presentation Persons: ManagersExchange ideasSpoken interactionFormal discussion Make proposals LEVELB2 CAN DO Follow the discussion on matters related to his/her field, and understand in detail the points given prominence by the speaker. Contribute, account for and sustain his/her opinion, evaluate alternative proposals, and make and respond to hypotheses. Give clear, detailed descriptions and presentations on a wide range of subjects related to his/her field of interest. Develop a clear argument, expanding and supporting his/her points of view at some length with subsidiary points and relevant examples. CRITERIA APPROPRIATENES Can express himself / herself appropriately in situations and avoid crass errors of formulation. COHERENCE Can use a variety of linking words efficiently to mark clearly the relationships between ideas. FLUENCY Can produce stretches of language with a fairly even tempo; although he/she can be hesitant as he/she searches for patterns and expressions, there are few noticeably long pauses. RANGE Has a sufficient range of language to be able to give clear descriptions, express viewpoints and develop arguments without much conspicuous searching for words, using some complex sentence forms to do so.

15. COMPETENCES STRATEGIC Intervene appropriately, using a variety of expressions to do so. Follow up what people say, relating contribution to those of others. Overcome gaps in vocabulary with paraphrases and alternative expressions. Monitor speech to correct slips and mistakes. PRAGMATIC Functional Expressing abstract ideas Giving precise information Speculating Developing an argument Justification Discourse Formal Speech Markers Complex sentences Addition, sequence and contrast (although; in spite of; despite; on the one hand…) Summarising LINGUISTIC Grammatical Modals of deduction in the past All passive forms All conditionals Collocation of intensifiers Wide range of (complex) NPs Lexical Work-related collocations Extended phrasal verbs Phonological Intonation patterns

16. prefer to learn English and learn about the world in English. learn best when they feel safe to make mistakes. want a strategy that combines language learning with the learning of other competences needed for their jobs. want a personalized learning strategy. prefer constructive feedback on each task they have accomplished.

17. REFERENCES:  Fushino, K. 2010. Causal relationships between communication confidence, beliefs about group work, and willingness to communicate in foreign language group work. TESOL Quarterly, 44, 700-724.  Jenkins, J. (2009) World Englishes. New York: Routledge  Kessels, J. (2001) Learning in organizations: a corporate curriculum for the knowledge economy. Futures 3 (6) 497-506  Kindley, R. W. (2002). Scenario-Based E-learning: A Step Beyond Traditional E-Learning. http://www.learningcircuits.org/2002/may2000/kindley.html.http://www.learningcircuits.org/2002/may2000/kindley.html  Smith, M. K. (2001) 'Peter Senge and the learning organization', the encyclopedia of informal education. www.infed.org/thinkers/senge.htm.www.infed.org/thinkers/senge.htm  Steward, T. (2009) Insights on Teaching Speaking – TESOL  Thornbury, S. “Reformulation and reconstruction: tasks that promote ‘noticing’” ELT Journal Volume 51/4 October 1997. OUP  Walker, R. (2005). Using student-produced recordings with monolingual groups to provide effective, individualized pronunciation practice. TESOL Quarterly, 39, 550–557.  Walker, R. (2010) Teaching the Pronunciation of English as a Lingua France. New York. Oxford University Press.

18. Delivering Workshops to our Clients Mercedes Viola mercedesviola@4d.edu.uy Thank you very much Now, time for a transatlantic exchange