Cor
Mertens
Simulab
Project
SIMULAB
and the simulation concept
SIMULAB
is a concept that involves WWW-based communication between language students
across national borders, around a specific problem or SIMULATION. The
concept of simulation used in this pedagogical approach is based on the
French "simulations globales", developed in the 70s and 80s. The term
simulation is here used for an activity that is based on roleplay and
involves the use of fictional identities for a negotiation between different
groups that will try to solve a problem together. Paradoxically enough,
the use of a fictional frame makes the communication more real.
According
to Jones (Simulations in Language Teaching, 1992), "there
is no substitute for simulations in language teaching. No other classroom
technique provides the same blend of reality and responsibility within
a language context. (...) In a simulation there is reality of function,
not pretence. The chairman in a simulation really is a chairman, with
the full power and responsibilities of chairmanship. This reality is often
augmented by the realistic nature of the simulated documents and materials,
when letters and memos, treaties and balance sheets are reproduced to
look like the genuine article. (...) A simulation is an event. It is not
taught. The students become participants and shape the event. They have
roles, functions, duties and responsibilities (...) within a structured
situation involving problem solving and decision making. The teacher,
as Controller, introduces the simulation and is in charge of the mechanics
of who is who, and who sits where. But the Controller does not interfere
with the decision making and is thus in an excellent position to monitor
the language, behaviour and communication skills of the participants."
The
SIMULAB concept is based on the type of simulations described by Jones,
but has developed a stronger emphasis on international contact and realistic
communication through interaction in transnational groups.
SIMULAB
on the INTERNET: Projects supported by educational programmes of the European
Union
Several
years ago, experienced language teachers in Finland began to use the Internet
as a means of communication between groups that participated in a simulation.
The first pilot groups used primitive e-mail systems. Conferencing systems
on the Web were tried later, but it soon became obvious that, in order
to optimize the pedagogical results of the simulation activity, it would
be necessary to create customized, WWW-based software.
A
consortium of partners representing European educational institutions
in six different countries was formed, and two applications were sent
to the European Commission.
The
TELSI software
The
SIMULAB laboratory, based on the specially designed TELSI software, is
an Internet-based tailor-made environment for role-play activities in
language learning. The environment consists of a flexible system of authoring
tools, which allows any language teacher to create simulations on the
Internet for their pupils. This includes systems that give access to internal
e-mail systems within a group; communication with others outside the SIMULAB
environment; internal "chat" forums in real-time; automatic creation and
editing of documents on-line and automatic linking to chosen Internet
sites.
The
pedagogical frame
The
main aim of the simulation activity is to stimulate the production of
authentic, spontaneous oral language in class discussions and of written
language in the communication with other groups through the WWW.
All
student groups (preferably not more than 3 or 4 in each simulation; the
groups can be placed in different countries, but must have the target
language in common) are presented with a problem that has to be solved
by the whole network. Each group gets a "group identity" that will differ
from that of the other groups. Within each group the students will then
have to choose and define their own personal identity, which will be identical
with the role they play in the simulation. Since both the group's and
the individual identities will be placed within the frame of the culture
pertaining to the target language, students will be faced with the need
to find relevant information about that culture, thus enhancing the language
learning. During this phase, most of the activities will be centred around
discussions in class. Computer communication will be used only as a source
of information.
Once
the individual identities have been established, the students will start
the communication with the other groups in the network, by introducing
themselves in their new personalities. The second phase of the activity
can then start: the students in each group will discuss among themselves
what will be their first suggestion for a solution of the problem presented
to the network. Once they have agreed on a strategy, they will communicate
it to the other groups. On the basis of those suggestions, negotiations
can begin. Because the student groups have spent some time discussing
the problem, they "own", psychologically speaking, the suggestion that
their group presents. The need to "fight" for their solution, which will
surely arise during the negotiation phase, will create the basis for genuine
communication. But discussions of this type could go on forever. There
is a need for a good structure and a firm guidance by the teachers involved,
if the activity is to be successful.
The
TELSI software, created by the SIMULAB project under the TELEMATICS
in Education and Training programme, makes it possible for the teacher
to structure and control the simulation process. The experience gathered
in the validation phases of the mentioned projects shows that it is possible
and desirable to use the simulation activity as a frame that can provide
links for all the different disciplines contained in the process of language
learning: comprehension, production, grammatical correctness, structure
of discourse, etc. |