Project-Based Course Design in ESP For French Vocational Students

FACULTY OF SOCIAL SCIENCES AND HUMANITIES
Project-based Course Design in ESP for French Vocational Students
Thesis to qualify for:

Master’s of Teaching English as a Foreign Language
Presented by:
Jessica E. Lammers
ESFPMTFL2412582
Director:
Dr. Majid Safadaran
Valsonne, France
5 December 2019
Table of Contents
1 INTRODUCTION......................................................................................................................... 1
2 JUSTIFICATION OF ACADEMIC AND PERSONAL INTEREST...............................................3
3 RESEARCH QUESTION AND OBJECTIVES.............................................................................6
4 THEORETICAL BACKGROUND................................................................................................8
4.1 INTRODUCTION TO THE THEORETICAL BACKGROUND................8
4.2 PROJECT BASED LEARNING.............................................................8
4.3 PORTFOLIO ASSESSMENT..............................................................16
4.4 ENGLISH FOR SPECIFIC PURPOSES..............................................20
4.5 COURSE DESIGN...............................................................................23
5 METHODOLOGY OF THE PROJECT......................................................................................26
5.1 DESCRIPTION OF THE COURSE DESIGN PROCESS.....................26
5.2 DESCRIPTION OF THE COURSE, THE TARGET STUDENT’S
PROFILES AND THEIR LEARNING NEEDS......................................30
5.3 DESCRIPTION OF THE PEDAGOGICAL APPROACH.....................33
5.4 LEARNING OBJECTIVES OF THE COURSE....................................35
6 RESULTS AND DISCUSSION..................................................................................................41
6.1 DEFINE TARGET AND CONTEXT.....................................................41
6.2 BRIEF DESCRIPTION OF THE COURSE..........................................43
6.3 LEARNING OBJECTIVES..................................................................47
6.4 ASSESSMENT....................................................................................49
6.5 TYPES OF ACTIVITIES......................................................................51
6.6 ATTENTION TO DIVERSITY..............................................................53
6.7 DIFFERENT LEARNING STYLES......................................................57
6.8 LEARNING SEQUENCE.....................................................................58
6.9 SCHEDULE AND CONTENTS............................................................60
6.10 EXTRA CLASS HOURS...................................................................78
6.11 RESOURCES....................................................................................84
6.12 COURSE EVALUATION...................................................................87
7 CONCLUSIONS........................................................................................................................ 90
7.1 ANSWERS TO THE AIMS OF THE DESIGN PROJECT....................90
7.2 FURTHER LINES OF RESEARCH.....................................................92
7.3 POSSIBLE FUTURE APPLICATIONS................................................96
8 REFERENCES.......................................................................................................................... 98
APPENDIX.......................................................................................................................... 104
PROJECT MIND MAP........................................................................................................ 104
MATERIALS ANALYSIS: LIST OF TEXTBOOKS............................................................105
MATERIALS EVALUATION..............................................................................................107
FOREIGN LANGUAGE TEXTBOOK EVALUATION CHART...........................................109
FRENCH MINISTRY OF EDUCATION ORAL PROFICIENCY RUBRIC...........................110
TRANSLATED STANDARDS 2009...................................................................................111
Advance 1 – Course Design- FPMTL
1 INTRODUCTION
This project will explore the use of Project Based Learning in English for
Specific Purposes in the creation of an English PBL course for vocational students in
the culinary and food/beverage hospitality section of a French vocational school. The
use of PBL would help students to develop job skills as well as work on their language
skills. PBL has also been said to be a motivating structure for learning, and this would
help students to be more involved. Theoretically this would also help with certain
behavior issues from students not productively participating in class. If a student is
motivated by the course content and is more engaged in it than in a traditional
classroom, it follows that there is less space for negative behaviors. In addition to ESP
and PBL, this project will address the usefulness of portfolio assessment in project
work and course design principles in the process of creating a course. Within the
context of this project, it would be interesting to look at changes in motivation and
classroom behavior, however we will not be able to formally research this point. This is
a question to ask in further studies in PBL and ESP research.
Project Based Learning, English for Specific Purposes and Portfolio

Assessment go together quite naturally, in particular for the context of vocational
education in France. Apprentices should leave school with a basic ability to express
themselves in English when they work in the service industry. Because there is limited
class time for English, having a main project to guide the course through the two year
diploma program could structure the French standards in a less traditional way. PBL
uses scaffolded real-world challenges to guide learners towards success in the
educational standards. English for Specific Purposes argues that because language
use is different in different contexts, students should be expected to learn the English
used in the environment. For this project, the apprentices need to have a basic level of
English for food and beverage hospitality, both for cooks and waiters. For students who
are also professionals, it seems obvious to assess them using a portfolio of work. The
format of the feedback is much closer to the feedback they receive in the working
world, as opposed to numeric grades in the academic world. In order to design the
course, I’ve also researched how to go about doing that in a more traditional way, and
developed my English course for the apprentices using aspects of more traditional
course design research and the PBL structure.
In section two I have justified my personal interest in the subject, as well as

the interest to the wider academic community. Section three defines the research
objectives and main aims of the project. Section four discusses and details the
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theoretical background for the project and defines key terms and concepts. The
methodology of the project is outlined in section five. Section six contains the results of
the project and Section seven discusses these results and draws possible conclusions.
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2 JUSTIFICATION OF ACADEMIC AND PERSONAL INTEREST
In my own language learning, I have found that a mix of structured, explicit

grammar activities and real life use have been most helpful in developing a working
ability in other languages. I have effectively learned two languages without a teacher or
class by creating “projects” for myself to complete in the languages studied. The
personalization of my language study made me feel motivated to practice and to
complete my goals. PBL has a history in the classroom in other subjects, particularly
for vocational or professional topics, and I would like to bring a number of the benefits
of PBL to the language classroom, especially within the French School System, which
has been resistant to change in educational theory over the past few decades,
particularly regarding languages.
The French school system largely remains traditional. Teachers are seen as
gatekeepers of knowledge, standing in front of a classroom in order to pour their
knowledge into the young minds set before them (Garcia, 2019). This is even true in
Foreign Language teaching, which has seen a number of changes in methodology over
the past 50 years. Until less than 10 years ago, students still focused on written
language skills and translation. Some teachers tried to incorporate other activities, but
the final exam for the diploma dictates what teachers are able to do in the classroom.
An additional layer of traditional pedagogy exists in the concept of linguistic
competence. Bourguignon says that there is a disconnect between the ideas of
learning and using language (n.d.). Generally speaking, the French classroom does not
take advantage of group or pair work. Students are unfamiliar with alternative types of
assessment such as self-assessment and peer reviews, because teachers hold all the
power in “creating the grades and the grade averages” (Garcia, 2019). CNESCO
(2019c) says that based on self-reporting, only 17% of language teachers use self-
assessment in their classroom. Beyond the classroom, the French have a generalized
attitude that they, as a nation, are “not good at language learning.”
A quick search for articles in popular media sites in France shows titles such
as “If the French are bad at languages, it’s not just because of their education,” “Why
the French (really) suck at languages,” “French Students Still (almost) as bad in
Languages,” “Young French people not SO bad at Languages,” “Foreign Languages :
How to Better Guide Students?” “Foreign Languages : Are the French bad at them?”
“We aren’t all Equal in Language Learning,” “The French have a “bad” Level in Foreign
Languages : Causes and Knowledge Gaps,” etc. French people, but especially
students, often see this as fate. Recent government research has shown that while
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lower secondary students have made progress in written comprehension, they still
struggle with oral skills (CNESCO, 2019b). Less than half of students meet the A2 level
in written expression by the beginning of upper secondary school, and just over a
quarter meet an A2 level in oral comprehension, while the European average for
meeting the A2 level by this age is 42% of students (CNESCO, 2019a)
French vocational schools tend to attract students who feel they do not or can
not excel in a traditional high school (Syndicat National des Enseignements du Second
Degré, 2016, p.1). Zamora (2012) stated that Apprentices give young people in
academic failure a framework to reinvest themselves and learn under more materially
and psychologically more favorable circumstances. Léonardis, Capdevielle-Mougnibas
and Prêteur (2009) mention that the vocational track is seen as an academic and social
consequence for students who can’t continue learning in traditional high school. They
further posit that these Apprentice Training Centers are “destined to take on those
students with the biggest academic challenges (2009). Many come from lower socio-
economic backgrounds and feel the need to work and earn money while getting a
diploma, even from a young age (Syndicat National des Enseignements de Second
Degré, 2016, p.1-2; Léonardis et al., 2009, p.3). Indeed, the students work in a local
business for two weeks and then attend the vocational school every third week. These
programs accept students from age 16 to age 30, though 18 to 21 year olds comprise
50% of all apprentices (including higher education) and 90% of students are between
16 and 25. The level V (CAP) programmes that my students prepare are generally
populated with younger students between 16 and 20 (French Ministry of Education,
2018). These students tend to be motivated by classes that are directly related to their
chosen profession, but not by typically academic classes.
In conjunction with the general negative attitude about language learning in

French society and the motivational difficulties cited in the vocational school context,
there are 15 EFL books on the market in France aimed at apprentices. They are not
differentiated for different professions, but are general EFL books at the A2 level that
go over topics students have seen ad nauseum since they began English in late
primary school. These textbooks don’t excite or motivate students or teachers about
language learning. Beyond that, it is not feasible that these books be completed in the
two year period in which students are at the school, as they have just one or two hours
of English every 3 weeks. Finally, the textbooks do not prepare students for the final
exam for the diploma program, which requires that students will have studied four to six
authentic documents of about 10 to 12 lines of text at the A2 level in class. The day of
the test, the examiner chooses one of the documents and the apprentice must
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introduce themselves and then the text, and have a short conversation with the
examiner about the topic and about their own lives.
As a solution to the low motivation felt by students and the lack of specialized
materials for the different professions, I propose using Project Based Learning, which is
interdisciplinary in nature, is more hands on, is less academically oriented and is more
rooted in the real world. In addition, it makes use of strategies many language teachers
in France don’t employ as often as their colleagues in other subjects, such as using
projects or referencing real world problems to highlight the usefulness of new skills
(CNESCO, 2019c). The Buck Institute of Education defines PBL as “a teaching method
in which students gain knowledge and skills by working for an extended period of time
to investigate and respond to an authentic, engaging and complex question, problem,
or challenge.” Because of the time constraints of the school program at the vocational
school, it is not feasible to design just one unit as a project. It is necessary to design a
course that can last about 30 to 35 hours of class time over two years. The students
can accumulate a portfolio of artefacts created throughout the course and can learn job
skills, professional vocabulary, how to interact with clients in L2, as well as prepare
themselves for their final exam by introducing texts that can be incorporated into the
cohesive project whole. The additional hours at the end of the course can be for
portfolio assessment, exam preparation and a cushion for teacher absences.
This project will be of interest to EFL teachers working in a vocational context,

or those who wish to adapt the course into smaller units for a project in a traditional
middle or high school. Because it is directly related to my current job and would be
helpful for my students, this project is important to finish. I hope to see an increase in
student motivation, interest and involvement in their English class. I also anticipate
having fewer classroom management problems because of students increased interest
in classwork. I want to see the development of job skills within the scope of my course.
Students should be exposed to teamwork/collaboration, ITC skills, CV and cover letter
writing, basic interactions with customers, etc
I want to finish this project because it is a topic that motivates me. I am

interested in and already have been reading books and articles related to PBL and
portfolio assessment in Foreign Language Teaching. It is directly related to my current
work situation, and can benefit my current and future students.
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3 RESEARCH QUESTION AND OBJECTIVES
The general aim of the project is to design an EFL course based on Project
Based Learning that is tailored to a specific vocation, namely Culinary Arts (cooks) and
Food and Beverage Hospitality (waiters), as apprentices in this industry have English
class together. Further, this course should be tailored to the French Ministry of
Education’s standards and the context of French Centre de Formation de l’Apprenti
(Apprentice Training Centers). This course will hopefully engage learners that are not
interested in traditional academic settings because of past academic failure. I hope to
show that learners are more motivated and confident in their language skills and that
their attitudes about language learning are more positive after having learned English
through Project Based Learning.
To accomplish this, there are three specific aims that must be tackled:
1. Translating and organizing the French Ministry of Education’s EFL standards for
the CAP diploma program for Culinary Arts and Food and Beverage Hospitality
apprentices
2. Analyzing English as a Foreign Language materials currently available to
learners in the restaurant industry
3. Designing appropriate Project Based Learning units for the CAP diploma
program for Food and Beverage Hospitality and Culinary Arts apprentices.
4. Evaluate the course based on
1. Apprentice results on the CAP English oral exams
2. Entry and exit proficiency tests for learners
3. Student Reflections on work and growth
4. Student self assessments using the CEFRL grid
5. Student surveys on motivations, attitudes and confidence
6. Student feedback on course content
The French Ministry of Education’s foreign language standards for the CAP
Diploma in Culinary Arts and Food and Beverage Hospitality first need to be translated
to English and organized so that it is easier to cite the standards when creating a
course. The Eduscol website, which groups together documents and information about
the national school programs and diplomas in France released a document in 2009 that
condensed the original Ministry of Education full secondary school languages program,
keeping only what is necessary for professional diplomas, including apprenticeships
and professional high school programs. CAP apprentices should attain an A2 level at
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the end of their training period of two years. The document organizes the suggested
standards into tables but doesn’t have an easy means of citing the individual objectives
clearly. The French Ministry of Education has not defined specific learning outcomes
for English language for students in Culinary Arts and in Food and Beverage
Hospitality. They have general goals for all students that are sorted into CEFRL levels.
Next, it is important to analyze the English as a Foreign Language materials

currently available to learners in the restaurant industry. We will look at a range of
English for General Purposes and English for Specific Purposes textbooks from
different publishing houses both in France and abroad. I have listed these books,
including those that are out of print, in a table in the appendix. However, only the
textbooks that are still in print were analyzed because it is difficult for learners to obtain
these books. To analyze, we included all EFL books that relate specifically to the
hospitality industry that we could find from French and English publishing houses.
Because of the educational context it is important to have materials that either are
monolingual simple English or have some text in French. Evaluating materials will allow
us to determine if students needs are currently being met by materials available and to
show that Project Based Learning could be an interesting addition to EFL teaching and
learning.
Finally, I aim to design appropriate Project Based Learning units for the CAP
Diploma program for Culinary Arts and Food and Beverage Hospitality. This needs to
take into account the research on English for Specific Purposes, Project Based
Learning, and Portfolio Assessment. The course also needs to follow French Ministry of
Education Standards and prepare learners not only for their final oral exam, but also to
be functional in their service industry jobs in a country that welcomes millions of foreign
tourists each year.
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4 THEORETICAL BACKGROUND
4.1 INTRODUCTION TO THE THEORETICAL BACKGROUND
The four main concepts that apply to this course design project are Project
Based Learning, Portfolio Assessment, English for Specific Purposes and Course
Design Principles. These concepts make sense to link up for a design project in a
vocational context. Having a main project that drives the course forward can give
continuity to a system where students are in class only every third week, while ticking
off the academic standards that must be met. The use of real-world problems gives
them a clear link between the academic class and the usefulness of English in their
chosen vocation. Portfolio Assessment is closer to real-world professional feedback
they might receive from an employer. This can serve as a reminder to learners that
they are professionals and can help them to transition to the workplace, where they will
not earn numeric grades any longer. ESP focuses the language needed in the food and
beverage hospitality industry, rather than students needing a broader general English.
They need to be able to function at a basic level in one particular context, but may not
be interested in learning English outside of that space. Finally, to design the PBL
course, I supplemented my research into PBL, Portfolio Assessment and ESP with
research on Course Design Principles.
4.2 PROJECT BASED LEARNING
Project Based Learning first must be differentiated from simple projects, as

there is room for confusion (Larmer, Mergendoller, & Boss, 2015, p.35, 66). According
to Mayer (n.d.) projects are product-oriented tasks that learners can complete at home
or at school without teacher guidance or collaboration and which limit student choice,
are unrelated to real world situations, and have a straightforward typical result for which
the teacher is the main or only audience. Projects are usually used after learning has
occurred. Project Based Learning, however, brings projects to the heart of the
curriculum and gives learners space to learn by facing messy real world problems or
concepts and reflecting on their work as they go. Knoll (1997) states that “constructivist
concepts, inquiry-based learning, problem-solving and design” are all covered in a
project and that is thus “one of the most appropriate methods of teaching” within
vocational education (p.59). While Knoll uses the term “project,” his intention is clearly
that a project can drive learning rather than be an afterthought to a unit.
One of the earliest examples in modern educational history of Project Based

Learning is that of John Dewey and his student, William Heard Kilpatrick, who
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published a pamphlet, The Project Method in 1918 about manual and industrial arts.
While this is a more modern iteration of project driven education, project work has
much older roots in architectural education in 16 th century Italy (Knoll, 1997, p.60).
Students needed both theoretical knowledge and hand-on opportunities to learn the
skills needed to function in their trade. Language training is similar to vocational
training in this aspect. Learners need to learn about the language and be presented
with opportunities to use the newly learned skills, to problem solve ways to
communicate pertinent information and to practice communicating in their second
language. This is in line with Swain’s (1985) theory of comprehensible output, in which
learners must use the language to notice a gap in their language knowledge or skill and
must work to fill that gap.
Project Based Learning has been known by many other names such as
experiential and negotiated language learning, Investigative research, problem-based
learning, project approach or project method, and project work (Stoller, 2006, p.21).
Stoller very clearly defines PBL as having a process and a product; giving students
(partial) ownership of the project; extending over a period of time (several days, weeks
or months); integrating skills; developing students’ understanding of a topic through the
integration of language and content; collaboration with other students and working on
their own; holding students responsible for their own learning through the gathering,
processing and reporting of information from target language resources; assigning new
roles and responsibilities to students and teacher; providing a tangible final product;
and reflecting on both the process and product. Project Based Learning is, at it’s
simplest, the use of a challenging question or problem to push students to find
solutions through inquiry.
While projects are product-oriented (Mayer, n.d.) as previously stated, Project

Based Learning has both a product and process orientation because students work
towards a product and through reflection and revision in the process of creating their
final result, they acquire the learning outcomes that were initially set out for them. The
more traditional product orientation of courses is in line with a behaviorist view of
learning. Smith (2000) says that the product model is “heavily dependent on the setting
of behavioral objectives.” That is to say, clear prescriptive objectives are set and the
product of the learning is assessed. Product oriented curricula were heavily tied to
scientific management and a scientific analysis of what students were meant to learn,
creating procedures, objectives, etc (Smith, 2000). However the product orientation
fails to incorporate the social aspects of learning, which are particularly important in
language education.
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Stenhouse argued that curricula try to articulate “essential principles” of an

educational plan but that those principles must be left open to criticism and scrutiny so
that educators can effectively put into practice what is outlined (1975, p.4). This is
because learning is not always a straight shot. “Viewed as the growth of understanding,
learning is not a target to be hit but something to be broadened, deepened, enhanced,
enriched -‐and it may take the learner in unexpected but important new directions
(James, 2012, p.64).” Stenhouse insisted that it was more important for teachers to
focus on “principles of procedure” rather than “objectives” for this reason. Project
Based Learning necessarily includes this focus as teachers must adapt the scaffolding
to the student group at hand, to the institution they work within, to the local cultural and
political context. Stenhouse further distinguishes between student learning outcomes
and learning objectives. A common, and longstanding problem within education is the
need for justification that learning is taking place (Stenhouse, 1975, p.70), and a
product orientation has tangible results that can be seen and measured. The difficulty
therein is that learning takes place within, beyond and outside the objectives imposed
by exterior stakeholders and is not always immediately measurable (Stenhouse, 1970,
p.73). It is important to recognize that learning is taking place, even if students fail to
miss objectives set by others.
Project Based Learning necessarily has some aspects of a product oriented

curriculum, as it culminates in a tangible final product. This end result has a public
audience and is somehow related to the real world. Common project types, according
to Larmer et al. (2015, p.71-75) are solving a real-world problem, meeting a design
challenge, exploring an abstract question, conducting an investigation or taking a
position on an issue. These projects all require learners be responsible for their own
learning through the gathering, processing and reporting of information and that they
reflect on their process as they are working as stated by Stoller (2006, p.21). Reflecting
on one’s work and process is known as meta-cognition, and is an important part of
constructivist theory.
Piaget, the father of constructivist thought, believed that knowledge is

constructed in schemata by the learner through experiences in their environment
(1936). While Piaget was more focused on children’s development and their cognitive
processes, Vygotsky (1978, p.24-25) believed that knowledge came from social
interaction with others. For knowledge to be acquired, learners need to interact with a
“More Knowledgeable Other.” The sustained inquiry element of Project Based Learning
allows learners and teachers to work together towards learning objectives by guiding
students towards the construction of a meaningful end-product (Harris Helm & Katz,
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2001, p.5). This example of the product and process model of learning also embodies
constructivist and constructionist theory because, while the teacher may set the stage
for the challenge of a project, they must work with the students, who also must
collaborate within the group in order to construct knowledge.
By collaborating with students on the elaboration of a project, the roles of

pedagogue and pupil are overthrown. Larmer et al. (2015) redefine the teacher’s role
as that of “a facilitator, a coach, a conductor...a content expert, a mentor, a motivator,
and an assessor of learning (p.45).” Teachers in a PBL classroom are more like a
project manager. This is particularly relevant in a vocational school setting, regardless
of the subject, whether it’s how to perfectly cook a steak and run a kitchen or more
general subjects like maths, literature or EFL, because it is a reminder of the
professional atmosphere of the institution, and is a continuation of soft skills
development that vocational students have started acquiring in their apprenticeship job
placements. As mentioned in Stoller’s (2006, p.21) definition of PBL, learners are also
required to collaborate with one another, which is reminiscent of their professional
experiences as well.
In addition to changing the role of the instructor to that of a guide in the

process of accomplishing a meaningful task related to students’ professional lives, and
by centralizing learning around an all encompassing project in which students must
deliver an end-product that is personally meaningful, PBL gives students some degree
of ownership in their learning. This changes their role in the learning process as well to
that of a more active participant. Learners are required to be more engaged and
responsible for their work and their development. This inversion of importance, from the
teacher being the focus of students’ attention to learners and teachers working together
towards an end goal fundamentally changes the dynamic of a classroom.
PBL also purports to “integrate skills” and “develop students understanding of

a topic through the integration of language and content” within the context of the
foreign or second language classroom (Stoller, 2006, p.24). Because students must
communicate about complex issues, they must integrate all four language skills:
listening, speaking, reading and writing as well as cultural content. Within the
vocational school context, job skills must also be considered in this integration of skills.
Rather than separating cultural content, language learning and job skills, students
should be able to develop all of the skills simultaneously.
There has been a heavy emphasis on PBL approaches in vocational,

industrial and medical fields in the past, but it’s main features are clearly interesting in
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language acquisition as well. Beckett (2006, p.7) however tells us that there are few
empirical studies on the use of PBL in the context of language instruction. Beckett cites
an earlier study elaborated by Eyring (1989) that concluded that students did not like
PBL in language instruction. Beckett completed a similar study (2005) and came to
similar conclusions. These studies were completed in university and secondary school
settings and Beckett concluded that the differences in opinion between students and
instructors was because of “different philosophical, cultural, and linguistic mental
models that teachers and students may have held in guiding and understanding their
teaching and learning (2006, p.7).” Using PBL with low level learners, and by focusing
it on their chosen job training program will hopefully have more encouraging results
from learners.
While in Beckett and Eyring’s respective studies, learners didn’t appear to like
Project Based Learning, Stoller (2006, p.27-34) cites a number of positive reasons to
use Project Based Learning. Instructors report that PBL offers students more authentic
opportunities to practice. They also report a higher degree of motivation and
engagement, better language skills, improved ability to work in groups, better
knowledge of the subject studied, better confidence or self esteem, more
independence, better critical thinking skills and a better ability to be decisive.
Projects have been used in various forms in foreign language or second language for
some time, but are often just added on to core coursework as a means of assessing
students, rather than being the means of learning. An early example of project work in
the language classroom is Projects for the EFL Classroom : Resource for Teachers
(Haines, 1989). It makes use of key aspects of PBL, such as learner-centeredness,
cooperation with others, being skill-based, contact with reality, engagement, and
having an end-product. There are however some key differences. Projects remain
distanced from the curriculum or syllabus. Haines writes “However a coursebook
syllabus is arranged, its essential purpose is to ensure that students reach prescribed
language targets within a specified period of time...this approach is fundamentally
‘authority-centered.’” He argues that once students have basic understanding of
concepts, the syllabus should be “relaxed” and give students more choice in the
activities they will carry out (1989, p.2). He continues to state that projects can be seen
as separate from the syllabus and completed after a certain point, or can be seen as
complementary to the syllabus and used “one or two hours a week for a term.” The
book offers full project lesson plans for six projects: a Class Profile, an English
Language Survey, a Young Person’s Guide to your Town, British or American Influence
on your Way of Life, Planning an Educational Visit to an English Speaking Country, and
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Starting a Self Access Reading Resources Bank. There are another dozen “project
frameworks” for other culturally and personally relevant topics and another eight
suggestions for project ideas. They leave substantial room for Teacher interpretation
and for student choice.
In Wicks (2000, p.8) Imaginative Projects : a Resource Book of Project Work

for Young Students, projects are seen as “supplementary classroom work...aimed at
motivating and encouraging teenage students.” Each section is divided into four “mini-
projects” and it “allows integration with the existing syllabus” rather than replacing it
with a more sustained and complex project as in PBL.
Another older resource, written for FLE (French as a Foreign Langauge)

students in France, is Debyser’s L’Immeuble (1996), or in English “the building.”
L’Immeuble is a global simulation, which Debyser and Caré define as “a protocol or a
framework scenario which allows a group of learners...to create a referential universe –
a building, a village, an island, a circus, a hotel – to give it life with characters, and
interactions and by simulating there within all the required language functions of that
framework, which is both a theme-space and a discourse universe (1996, p.IV).” In the
expanded edition of the book, Debyser outlines ten ideas about the art of simulation
pedagogy. Here we will take note of those most relevant to Project Based Learning.
First he states that pretending, and the willing suspension of disbelief allows students
to near real life socio-linguistic situations in which they would need to communicate
authentically. Second, the teacher’s role is changed, just as in PBL to that of manager,
counselor, and assessor. Third, the choice of the theme of the simulation can be
differentiated for general or specific language learning purposes as well as for different
age groups. Fourth, group, pair and individual work are all important in global
simulations. Next, documents used in the global simulation can be used as models of
what students should produce. Finally he mentions the technological advances since
the very first printing of the book in 1978 and that the idea remains solid, it just
becomes necessary to adapt the simulation for modern culture. (Debyser, 1996, p.XV)
While Project Based Learning is firmly rooted in real-world issues, Global Simulations
take place in a pretend space. The willing suspension of disbelief is interesting
perhaps, and may even help students to enjoy the project, but it takes away from the
validity of the end result as a tangible product in the real world.
Other examples come from Weinstein, Cates and Jacobs, Jakar, and Brown in
Beckett and Miller (2006). Using students’ lives as curriculum, the use of global issues
as project inspiration, multicultural education in Israeli EFL classrooms, and using
cultural aspects such as gastronomy in university classrooms are all more modern
13
examples of Project Based Learning in action in language learning. These projects all
use the real world as a frame of reference. But how is designing a PBL language class
different to designing a general language course?
Larmer, Mergendoller, and Boss (2015) state that designing a project is more
like designing a unit than a lesson because “a project has several learning goals, not
just one or two like a typical lesson. A project contains within it multiple lessons,
activities, tasks, and student assignments, and it requires a variety of resources (p.66).”
They further remind us that project work leads to a final, publicly available product.
They recommend three main steps to PBL project design: Considering context,
generating an idea for a project, and building a framework. The last part of building a
framework could really be a stand alone step as well: pause and reflect. “Considering
context” can be linked with Needs Analysis (see below) in English for Specific
Purposes studies, asking critical questions about who the learners are, when and for
how long the project will be implemented, and the level of complexity of the project. In
generating a project idea, Larmer et al. (2015) recommend customizing a project
already created by another instructor or finding an idea from real-world situations. The
final step in their process is “building the framework,” which includes the sub steps of
“setting learning goals, selecting major products, deciding how products will be made
public and writing a driving question (2015, p.81).”
Larmer et al. (2015, p.85) state that many teachers use significant content
rather than learning standards as a starting point, later going back and stating the
standards that a project will address. These standards can come directly from state
standards, from local standards, from the needs of the students and can include
language and culture components but also other success skills, such as those needed
in one’s profession. They list 21st Century Skills, such as self-management,
collaboration, problem-solving and critical thinking. The Partnership for 21st Century
Skills lists 12 essential skills outside of core subjects (math, native language, world
language,geography, etc). The twelve 21st Century Skills are: (1) Communication, (2)
Collaboration, (3) Creativity and Innovation, (4) Critical Thinking and Problem-solving,
(5) Information Literacy, (6) Media Literacy, (7) Technology Literacy, (8) Flexibility and
Adaptability, (9) Initiative and Self-direction, (10) Social and Cross-cultural Skills, (11)
Productivity and Accountability, and (12) Leadership and Responsibility. The
Partnership for 21st Century Skills also focuses on four 21st century themes:
 Global Awareness
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 Financial, Economic, Business and Entrepreneurial Literacy
 Civic Literacy
 Health Literacy
These “21st century” themes and skills reflect not only the skills learners will need to
succeed in school and in their future careers, but incidentally the skills they would
develop in a Project Based Learning program. The American Council on the Teaching
of Foreign Languages released a document with the Partnership for 21st Century Skills
that demonstrates how 21st Century Skills can be used in the foreign language
classroom. Many of these ideas show clear examples of the use of projects, particularly
at the intermediate and advanced levels of language learning:
 “Students work in groups to research local restaurants and produce restaurant

reviews in the target language. They map the restaurants on Internet maps and
give directions to the restaurants in the language.” (Communication)
 “In small groups, students design a product and develop it to sell it to

consumers in a target country. Students present their marketing campaigns to
students in the target language country via target language media outlets.”
(Creativity and Innovation)
 “Students work in groups of 3-4 to prepare a live news broadcast using

websites from various news sites. Students will use information on local,
regional, and world news from a target language website to produce a news
broadcast.” (Information Literacy)
 “Students prepare a multimedia presentation in which they show how education

in the United States is similar to and different from education in the target
culture.” (Technology Literacy)
 “Students propose and choose a cultural or content based problem or research

quest at the beginning of the year. They then work throughout the year on their
own time to become an “expert” on this topic, and present their findings at the
end of the school year (or school term) in a format of their choosing.”
(Productivity and Accountability) (Partnership for 21st Century Skills and ACTFL,
2011)
The end-product of a Project in PBL is an essential element of the approach.

Larmer et al. (2015) add that a while having just a few major products is normal, it is
15
also possible to have a number of smaller deliverables that can be used for formative
assessment. They define a product as “rang[ing] from a physical artifact to an event or
performance to the presentation of a solution to a problem.” and provide an extensive
list of possible products, of which we will list the categories here: presentations or
performances, written products, media or technology, constructed products or planning
products (2015, p.86).
Products need to be presented to a wider audience than just that of the

teacher, to authentically relate the project and learning to the real world. Having a
professional review student work, sharing it with members of the community,
conducting an event, displaying student work in a public space, publishing it on line or
otherwise putting it up to the scrutiny of people from outside the classroom, adds
positive pressure to the work and allows students to feel that their work is meaningful
outside of an academic context.(Larmer et al., 2015, p.44-45)
Finally, writing a driving question for Larmer et al. (2015) is essential. A driving
question is “a statement in student-friendly language of the challenging problem or
question at the heart of the project...crafted to incite students’ interest and focus their
attention on the key ideas, questions and knowledge...and guides teachers when they
are planning, helping [students] think through the activities they will need to complete to
answer the driving question (p.92).”
Elaborating a calendar including an initial phase where the project is

announced and clearly defined and explained to participants, time to research and
work on various parts of the project, and a final presentation also seems necessary.
4.3 PORTFOLIO ASSESSMENT
In order to best assess students during their vocational course at the

Apprentice Training Center, particularly in the context of a Project Based Learning
course, portfolio assessment will be an essential tool. To differentiate assessment from
evaluation, it should be kept in mind that evaluation is a review of how well students
have performed in comparison to a standard and where feedback is generally a letter
or number grade, while assessment is a means of reviewing information about student
learning throughout the learning process and in which feedback can come in the form
of a rubric, self evaluation, peer evaluation and doesn’t necessarily translate into a
traditional letter or number grade (Pettis, 2014, p.3). While students will eventually be
evaluated in a government mandated summative evaluation at the end of their course
16
of study, an ongoing assessment of their work would be helpful in showing both

students and administrators students’ growth in their English language skills. Portfolios
are suited to this goal as they are a purposeful and integrated collection of work,
according to Carr and Harris (as cited in Belgrad, Burke, & Fogarty, 2008, p.2) who
also state that portfolios necessarily show effort, progress or acheivement in one or
more areas. There are three main types of academic portfolios: learning (process)
portfolios, assessment portfolios and showcase (product) portfolios.
Learning portfolios, also known as developmental portfolios show the

individual students learning process. These portfolios show initial products, rough
drafts, and the evolution of students abilities over time. An assessment portfolio
documents the learning journey but in relation to set goals, such as government
mandated learning objectives. Because of this, assessment portfolios also include
various types of feedback including traditional grades. Both of these types of portfolio
can last for a unit, a semester or a school-year. A showcase portfolio on the other
hand, shows student strengths by allowing them to display their best work while
reflecting and commenting on the products of their work. The three types of portfolio
can be blended to take advantage of different aspects each presents. Portfolio-Based
Language Assessment from the Centre for Canadian Language Benchmarks for
example makes use of all three types of portfolio to have a comprehensive view of
student learning and acheivement. The PBLA portfolio contains basic information about
the student, initial needs assessment, samples of language tasks, a student’s own self-
reflections, end of term portfolio reviews, standardized progress reports, student
progress conference summaries, etc. (Pettis, 2014, p.7) Belgrad et al. (2008, p.xvi)
state that a “comprehensive assessment system” should include scores from traditional
tests, rough drafts, initial problem-solving strategies, student reflections, goal setting,
rubrics, tasks, student work and projects. The flexibility of what comprises a portfolio
allows teachers and evaluators to adapt the portfolio to their institution, classroom,
subject or subjects, and to their students.
Portfolios have a number of other benefits to learners and teachers other than
the flexibility of design which makes differentiation easy. First, Belgrad et al. (2008,
p.46) take note that “by the time most students arrive at high school, they have become
accustomed to assessment as something that is done to them rather than a process in
which they participate in a meaningful manner.” The implication being that giving
students the opportunity to speak on their own behalf and discuss their own capabilities
will help students learn. Indeed they continue, “the portfolio process fosters student
development in a wider variety of cognitive and social areas. It encourages individual
17
students to apply developing cognitive skills of reflection and meta-cognition and

promotes their ability to analyze thinking processes, dispositions, and feelings about
themselves as individual learners or team-members.” Students must reflect on their
work, their interactions and their abilities critically in ways they may have never been
asked to do so in the past. This gives students some level of autonomy in the
assessment process. Second, focusing on the learning process rather than focusing so
completely on outcomes can help students to reflect on what their goals are, how they
personally can acheive their learning objectives and give meaning to the process.
Third, because samples of student work are compiled over time, it is possible for
learners to see their progress, which can be very motivating. The tangible examples of
student work clearly tie together student performance, progress and the learning
standards. (Pettis, 2014, p.8)
Portfolios can include any number of artefacts to be used for assessment or to

showcase student work. Belgrad et al. (2008, p.xxii) present a long, but by no means
exhaustive, list of assessment tools that could be included in a portfolio:
 videos and performances

 projects
 cooperative works
 interviews
 simulations
 observation checklists
 artwork
 graphic organizers
 peer evaluations
 computer programs
 self-assessments
 musical pieces
 logs and journals
Portfolios have been used in many different subjects and grade levels, but
how can they be utilized in a language learning course? As previously mentioned,
PBLA takes advantage of a number of different artefacts to create a comprehensive
view of student language learning. PBLA is the assessment method for Canadian
citizenship and immigration programs. Pettis (2014, p.7) explains PBLA as
a comprehensive, systematic, authentic and collaborative approach to language

assessment that engages teachers and students in dialogue to tell the story of
18
the student’s journey in learning English and meeting personal goals. PBLA is a
classroom and teacher-based assessment approach that is integrated
throughout the teaching/learning cycle. Together, teachers and students
collaborate to set language learning goals, compile numerous examples of
language proficiency and learning in a variety of contexts over time, analyze the
data, and reflect on progress...PBLA is a process that facilitates the
development of metacognitive knowledge and skills that students are able to
transfer to other parts of their lives.
The Portfolio-based Language Assessment was inspired by the Collaborative
Language Portfolio Assessment (CLPA) used in Manitoba, Canada, which was used to
assess English language learning of immigrants before PBLA became a national
endeavor. The CLPA was itself largely based on the European Language Portfolio
(ELP)
The ELP which is based on the Common European Framework of Reference

for Languages (Council of Europe, 2001), comprises three parts: a language passport,
a language biography and a dossier. The language passport records assessments
students have undergone, including dates, results and the assessment authority and
includes a self-assessment. The language biography encourages students to describe
what they are able to do with the language, what extra-curricular experiences they
have had with the language, what their processes and goals in language learning are,
etc. Finally, the dossier gives users the opportunity to add samples of their language
ability. The ELP has been created to allow users to share their language competencies
with academic institutions and with potential employers, and to encourage multilingual
skills. After being piloted in the late 1990s, it was validated as an official tool by the
Council of Europe in 2001.
Portfolios require thorough planning and organization to ensure their success.

What story should the portfolio tell? Who is the audience of the portfolio? Which
artefacts should be selected? Who decides which artefacts are to be selected and
based on what criteria? At what point in the learning process should those artefacts be
added? How and by whom will the students be assessed? How will students and
teachers keep track of the artefacts included in the portfolio? Where will the portfolios
be stored? In a classroom? In students care? On a USB stick or online? These
questions will all need to be answered in planning the course that uses portfolio
assessment. It is also necessary to create the checklists, rubrics, criteria, logs, and
other evaluative and organizational information that will be used in the particular
portfolio. This should include rubrics or worksheets for peer-assessment, self-
assessment and teacher assessment. (Belgrad et al., 2008, p.78-80)
19
Because Project Based Learning is both product and process oriented,

assessing students with a portfolio that incorporates both samples of their learning
throughout the project, and their final project (product) to show off their work. Using
self-reflection and self-assessment and including this information in the portfolio also
goes hand in hand with PBL principles of reflection, self-direction and integration of
skills. The use of portfolios has been used for more than just artistic or creative
courses, including vocational studies, and using this type of assessment relates more
firmly to the workplace, where feedback is not summed up in a grade or score but is
meant to help employees better their performance and work more efficiently.
4.4 ENGLISH FOR SPECIFIC PURPOSES
English for Specific Purposes (ESP) is an approach to course design in which

learners have a common purpose, whether professional or educational, in learning
English (Woodrow, 2018, p.5). Dudley-Evans and St. John (1998, p.3-5) divide the
characteristics of ESP into absolute and variable characteristics. For Dudley-Evans and
St. John, the absolute characteristics are:
 Designed to meet the needs of the learner.
 Make use of the methodology and activities of the discipline it serves.
 Centered on the language, skills and genres appropriate to these disciplines.
They cite the following as being variable characteristics of ESP:
 May be related to specific disciplines
 May use different methodologies to English for General Purposes (EGP)
 Likely to be designed for adult learners.
 Generally designed for intermediate or advanced learners.
Paltridge and Starfield (2013, p.2) further differentiate ESP into more specific
categories such as English for Academic Purposes (EAP), English for Occupational
Purposes (EOP), English for vocational purposes (EVP), English for medical purposes
(EMP), English for Business purposes (EBP), English for Legal purposes (ELP), and
English for Sociocultural purposes (ESCP). These domains show some of the ways
English can be learned for a specific domain, in which they need specialized
vocabulary and grammatical structures.
It is also important to differentiate ESP with EGP, or English for General

Purposes. Woodrow (2018, p.6) compares the two, highlighting some main differences.
20
In ESP contexts, learners tend to be adults, with a common goal and a high external
motivation usually focused on their professional or academic goals. In ESP, a course
will generally be short term, be focused on specific vocabulary and will have content
specific to the domain of the learners. On the other hand, EGP can have learners of
any age, with a wide range of goals and motivations within one classroom. EGP
courses are generally not based on students’ specific needs, and so have very general
content and vocabulary.
ESP was born in the 1960s, according to Woodrow (2018, p.9), the movement
was the result of “an accelerated world economy, [driven] by the increase in demand
for oil and an overall increase in international trade.” This boom created a need for a
means of communicating with others and English emerged as the new Lingua Franca.
International communication was also important in Science and Technology research,
which is where initial research in ESP began (Johns, 2013, p.7). English as a Lingua
Franca has aided the idea that ESP is a valid and important focus of language learning
research, because studies have shown that more non-native speakers are English
users today than natives. This means that a majority of interactions in English are
taking place between non-native speakers and the ownership of English is wider than
in the past (Graddol, 2006, p.29-30). If native speaker norms are no longer as
important, we must accept varying degrees of linguistic competence in English as valid,
and different professions or vocations require different skills.
ESP became more focused on rhetorical functions, according to Swales, in

the 1970s (as cited in Woodrow, 2018, p.10). It became more learner-centered and
focused on target communicative situations in the 1980s and has further been
developed since the 1990s through the modern day by taking into account
stakeholders outside the learners, such as businesses, clients, students, government
organizations, etc (Woodrow, 2018, p.11). Today, ESP is based heavily on the
concepts of genre, discourse analysis, needs analysis and the analysis of corpora.
For Woodrow (2018, p.11), “genre is arguably one of the most significant
influences on ESP in recent years.” Swales (as cited in Woodrow, 2018, p. 11) defines
genre in within the framework of ESP as “a class of communicative events, the
members of which share some set of communicative purposes. These purposes are
recognized by the expert members of the parent discourse community and thereby
constitute the rationale for the genre. The rationale shapes the schematic structure of
the discourse and influences and constrains choice of content and style.” In other
words, discourse communities have types of text that are recognizable and commonly
21
used by members of the community. These types of text are organized in a predictable
way to be valid to the community.
The discourse of a community can be analyzed to find important information

as well. Genre describes the types of text common to a discourse community, whereas
discourse is a broader concept including various types of genre. Within the academic
community, writing a paper for publication in an academic journal would be one genre;
taking notes in a lecture or writing professional emails would be other genres
necessary for members of the community to be functional in their roles. Discourse is
supra-textual, that is to say it includes more than one text. Paltridge (as cited in
Woodrow, 2013, p.110-111) notes that “Discourse Analysis examines patterns of
language across texts and considers the relationship between language and the social
and cultural contexts in which it is used....”
Today with modern technology it is possible to analyze discourse and genre

by studying corpora, or collections of spoken or written text in electronic form. From the
analysis of these collections, it is possible to draw conclusions about spoken or written
forms within a discourse community. Many exist on-line. They can be general in nature
or can be specific to a field or discipline.
These three concepts: genre, discourse analysis and corpora, tie into a final
essential concept in English for Specific Purposes, that of needs analysis. Brown (as
cited in Woodrow, 2018, p.21) said that needs analysis is the systematic collection and
analysis of all the relevant information needed for learners within their learning
environment and the requirements placed upon them. Woodrow more succinctly states
that it is the “systematic analysis of what learners need in order to operate in the target
communicative situation.” Needs analysis must take into account a number of factors,
including students current level (or levels in the case of a heterogeneous class), the
level of proficiency required to be functional within the communicative situation, and the
gap between these two states. (2018, p.21)
The development of an ESP course for vocational students in culinary arts

and food and beverage hospitality requires thus a critical look at the types of spoken
and written texts, or genres that learners will come into contact with in communicative
situations. A focus on the needs of restaurant owners and managers, learners, ESP
teachers in publicly funded CFAs (Apprentice Training Centers), government standards
and potential clients.
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4.5 COURSE DESIGN
A language course brings together knowledge of language acquisition and

pedagogical processes. According to Taba, while some researchers have explained
the curriculum and course planning process as a list (as cited in Dubin & Olshtain,
1986, p.2), others view course design as a system in which the different aspects of
course design influence and are influenced by each other throughout the design
process (Graves, 2006, p.3). She emphasizes this point by saying that there is no
hierarchy of the different parts of the course design process. Both the list and the
system perspectives cite the same processes, however Graves (2006, p.3) writes
these as progressive verbs to show that designing a course is an active process:
 assessing needs
 formulating goals/objectives
 developping materials
 designing an assessment plan
 organizing the course
 conceptualizing content
 defining context
 articulating beliefs
Graves further differentiates the processes of course design from the products
of course design which she defines as “tangible results of the design process.” These
could include lists, materials, a mind map or a formal syllabus (2006, p.5).
Needs analysis is central to both ESP and the principles of course design.
Designers must ask themselves who the stakeholders are, why the course is
necessary, where and how the course will be implemented, what the attitudes about
language learning and English are in the local context, what the role of English is in the
labor market for the learners, etc (Dubin & Olshtain, 1986, p.5-21). Ideally, the designer
can then use this information to decide on objectives, define the audience for the
course, and think about how to adapt the curriculum to a local context. A course
designer’s views and attitudes towards learning and towards language learning in
particular have an impact on how the course looks when it is written, but also how it is
perceived by learners, by the public and within the framework of public policy. Explicitly
articulating these beliefs and the theoretical foundations on which they stand can justify
the need and interest of a newly developed course (Graves, 2006, p.25-36).
23
Further, the course designer must clearly articulate the broad goals and
specific objectives for learners. Statements of objectives allow teachers and students to
measure the level of success in language learning tasks. This should be done in terms
of action verbs and that cognitively challenge students to varying degrees, as in the
Revised Bloom’s Taxonomy for Teaching Learning and Assessment (Anderson,
Krathwohl, & Bloom, 2001). These goals can be achieved through the completion of
tasks and activities, the content of the course. Graves (2006, p.40-42) recommends
that designers create mind maps to conceptualize the content of courses by reflecting
on what students should learn, what to include, what to emphasize and in order to see
the relationship between the different elements of the design process. Assessment is
closely tied to objectives, because objectives are what students are measured against
through assessment to judge to what degree they are meeting those objectives.
Course content may call for the development of materials. Tomlinson (1998,
p.2) defines materials as “anything which is used by teachers or learners to facilitate
the learning of a language.” Materials should encourage the learning process and give
students access to the language they are learning linguistically and culturally.
In conceptualizing the course, a designer will also need to decide on how the
course will be organized. Graves (2006, p.123-148) cites three organizational
structures for courses: cycle, matrix or combination, while Dubin and Olshtain (1986,
p.51) discuss five structures, calling them “shapes”: linear, modular, cyclical, matrix and
story line. For Dubin & Olshtain, a linear format is the traditional organization of a
language course; materials, tasks and activities are ordered by level of complexity, with
students working on more simple content early on and progressively working towards
more difficult content. The linear format does not allow for deviations from the course
as laid out in the book or materials, and relies heavily on grammar. Modular
organization entails sorting content by themes based on students needs rather than by
level of complexity. In the cyclical format, students see the same content multiple times
with progressively more complexity and difficulty. Theoretically, this helps them to not
forget previous knowledge that has been worked on in the course. A matrix gives
teachers and students more freedom to work on topics or language skills based on
student’s needs by allowing for choice. A matrix organization is represented by a grid,
with topics across one axis and language skills across the other, and units appearing in
the boxes in the grid. Finally, a language course might follow a number of characters
through a story that is meant to engage learners in the language and culture.
For this course design project, aimed at vocational students with a low initial
level of English and few class hours, it is important to review and maintain basic
24
content many times. However, because the course is based on Project Based
Learning, the teacher and students need to have a degree of choice in the activities
and tasks which would indicate the possible use of a matrix. The course must relate to
the learners vocation, therefore content must be job-oriented and could even follow a
story line. Most likely some aspects of different organizational structures will be used.
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5 METHODOLOGY OF THE PROJECT
5.1 DESCRIPTION OF THE COURSE DESIGN PROCESS

To complete the design process, it was necessary to extensively research
Project and Problem Based Learning, Portfolio Assessment, English for Specific
Purposes, and Course Design Principles. Further it is necessary to relate these
concepts to the French Ministry of Education’s standards for both language education
and the CAP (Certificat d’Aptitude Professional – Professional Skills Certificate) school
program. I found it important to look for sociological resources to explain the
particularities of the French secondary school system and cultural attitudes around
language learning and education in France. In addition, I spent a lot of time collecting
ideas for Foreign Language Project Based Learning in general and for Food and
Beverage Hospitality lessons in particular. Finally, I will need to find and assess the
language learning materials on the market for restaurant workers and for apprentices in
France.
It seemed necessary, after focusing on the theoretical frameworks on which this

project is based, to make a list of materials available both locally and internationally for
English for Specific Purposes, Food and Beverage Hospitality as well as the books
created for apprentices in France. This analysis showed that while there are 15 books
available specifically for apprentices at the A2 level, they are either for general
purposes and do not address the professional or educational needs of the apprentices
or they are out of date. There are only 3 books locally available in France for
apprentices in Food and Beverage Hospitality specifically and these are all over ten
years old and are now out of print (see appendix). On an international level, general
tourism ESP books are more available. There are few books available for English for
Food and Beverage Hospitality. Only nine monolingual English textbooks were found
through extensive searches. Six of these are from the UK and are at a B1 or higher
level of English, which is beyond the entry level of the students in the CFA
apprenticeship programs and beyond the level they are expected to achieve. In
addition, as the books come from outside France, they do not address French CAP
Level V educational Standards. It was difficult to find courses designed for ESP in Food
and Beverage Hospitality at an A2 level. The first of these is Flash on English: Cooking,
Catering and Reception, from Italy. This text is aimed at adults already working in the
industry. The second book is from Korea and is aimed at anybody who works in or is
training to work in hospitality. The book costs more than 40€, which would be a
significant deterrent to many students. It focuses heavily on vocabulary and doesn’t
address grammar specifically. The other resource was the fruit of the Cook, Serve and
26
Speak Consortium, which is an Erasmus+ partnership between four vocational schools

in different European Countries. The participants created a compilation of CLIL lessons
and worksheets for Restaurant Staff.
After having looked at the resulting table and evaluating the texts in view of
using them in the French vocational school context (appendix), it was clear that most
vocation-specific resources are too advanced, too outdated or do not adequately
prepare students for their professional needs or their final oral exam. Those resources
created more recently by major French educational publishing houses only create
general purposes course materials for English. The materials are not linked closely
enough with individual vocational paths of the learners to be useful in their jobs. The
materials are simply a review of what students are supposed to have learned in
elementary or lower secondary school. This is understandably not motivating for
teachers or for students. In addition, none of the materials were created with Project
Based Learning in mind.
In order to look for books available that could correspond with the needs of the
students concerned by this design project, I used several keywords and searched for
internationally published books using Google, Amazon.fr, Amazon.co.uk and
Amazon.com. The keywords in both French and English included: English, ESL, EFL,
professional, vocational, catering, hotel, restaurant, food and beverage, service,
apprentices and CAP. I started my search through French educational publishing
houses including Foucher, Editions BPI, CASTEILLA, Hachette, Bertrand Lacoste,
Nathan and Delagrave. I then extended my research to other publishing houses,
primarily of British and American origin. These included Pearson Longman ELT, Oxford
Univerity Press, Garnet Education, Collins, Compass Publishing, ELI Publishing and an
independent ERASMUS project from the Cook, Speak and Serve Consortium, all
based on my initial searches and knowledge of the French educational publishing
scene. A number of the works I found online are out of print, and are less available
than more recently printed textbooks. I included them in my list, because some CFA
schools might still have copies of these materials on hand, however I will exclude them
from my analysis as they are no longer available for purchase for students and they do
not correspond to the current standards for CAP EFL learners.
To analyze the books, I altered Paradowski’s (2003) Foreign Language

Textbook Evaluation Chart. For the books published in France, all the books contain
very general English at an A2 level. They are made specifically with the A2 level of
CAP students in mind, but do not address learner’s specific professional needs. They
focus more on general themes from teenagers lives. None of the books adequately
27
prepares students for the CAP oral exam. The tasks in all the books are very similar.
They rely heavily on drills. They have few or no explicit grammar explanations. The
books rehash what students have seen cyclically from about age 8 to 16 without adding
compelling reasons to use English privately or professionally. All these textbooks
require a teacher-centered approach and do not encourage students to complete real
life tasks in English. The books are level appropriate and are made for students who
are teenagers, but seem too simple and childish in format and design, especially
because CAP learners are fiscally no longer considered students, but professionals
and they are often treated more like adults in their professional lives than like school
children. Having childish content and design is not appropriate for them. The books all
would be difficult to adapt to the characteristically multi-level classes of the CFA,
because the work is far too simple for students who have a better grasp on English.
There is no focus on fluency, only accuracy, though this is typical of the language
learning experience of students in France. Even this is limited by the simplicity of
language and tasks used in the books. The books are all teacher friendly, and would
require very little time or planning on the part of a teacher were they to follow that
program. These books cost on average 17,50€, which is affordable for students. The
majority of them are available at a discounted price if bought in bulk through a school.
These last two points do not balance out the other clear negatives around the contents
of the textbooks that are available.
Regarding the books from other countries, I included those I could find that
were monolingual English editions. I looked for, but could not find, books specifically
aimed at French speakers in the service industry. These books presented a number of
positive points in comparison to the French textbooks aimed at CAP learners
specifically. The books printed abroad were all aimed directly at those working in food
and beverage hospitality, including restaurants, catering, hotels and tourism. This
means that they had industry specific topics, texts, and examples for learners. The
tasks learners are asked to do are authentic to their chosen career path. On the whole,
these books presented more of a variety of language tasks and activities. The books
are clearly organized and teacher-friendly. This said, there are considerable downsides
to all of these textbooks as well. They are all above the level of the average student at
the CFA de Bourges, with the exception of Highly Recommended 1, Collins English for
Work – Hotel and Hospitality, English for Restaurant Workers, Flash on English:
Cooking, Catering and Reception, and the ERASMUS Cook, Speak and Serve Project.
Among these however, only Cook, Speak and Serve is aimed at young people who
wish to work in the industry. This program is too long and doesn’t specifically meet all
28
the French standards CAP learners must get to by the end of their program and doesn’t
prepare students adequately for their English exam. It is based on CLIL (Content and
Language Integrated Learning) principles. Each lesson is related to others because it is
a thematic course for food and beverage hospitality, but there is no project driving the
course forward as in Project Based Learning. English for Restaurant Workers is also
interesting, but focuses heavily on rote memorization of vocabulary and conversation
structures. It is published in Korea, where students often are expected to rely on rote
memorization. This book would be better suited as an aid or for presenting certain
vocabulary, but cannot be used as a stand alone method of teaching in the context of
the CFA.
Given this analysis it is clear that there are not materials specific to Project
Based Learning for EFL in the food and beverage hospitality industry. The current
textbooks proposed by French publishing houses do not prepare students for the reality
of the exams nor do they help students in vocation specific language skills. This is why
my proposal is an interesting addition to the current materials available.
After this initial analysis and the collection of ideas, deciding on a project that
could span a two year diploma course was the next step. The obvious choice was to
have the main theme of the course be the creation and running of a restaurant. This is
reminiscent of the global simulation “l’Immeuble,” from Debyser (1996). Students will
have to work as a class, in groups and in pairs to complete different tasks in order to
create a restaurant. The project can culminate in the decoration of the school’s student-
run restaurant to fit the theme they have decided upon as a class and they can serve a
typical menu from an English Speaking country. Their English portfolios can be
displayed in the room during the duration of the English Restaurant event. Showcasing
their work in creating the event allows their efforts to be seen by a public outside the
classroom, and using their skills to serve in English will give them professional practice.
The major task needs to be broken into smaller tasks that can encompass the
learning goals put forward by the French Ministry of Education for students in a
professional diploma course. To be in line with PBL, the tasks need to be authentic and
should add to the main project in a significant way. For example, students can write a
profile for themselves and record a video introduction in their professional uniform. The
class could then collaboratively write a classified ad to find both an apprentice cook
and an apprentice waiter, followed by sorting through resumes of potential employees
and ranking them by most qualified to least. One of the resumes could be an official
text for the final oral exam. They would need to be able to explain the type of
document, the main points and could then relate it to the project in class and talk about
29
comparing resumes to select an appropriate candidate. This would be more job-related

and useful for their future careers than the current type of documents they are asked to
present.
After having analyzed the government standards to create specific learning

objectives and relating these to the main project, I created tasks or sub-projects like the
examples above. Initially this takes the form of a list of tasks and the corresponding
learning objectives. This outline was then fleshed out to fill in the details of the course.
Those more specific details include specific lessons, timing, materials required, number
of lessons in a sequence, other instructors involved as needed, examples of the
deliverables students will be required to produce, tutorials on different tasks if required,
the texts that will be on the list of official documents for the exam, etc. The finality of the
project must also be clearly defined: What are students working towards in regards to
the project with the practice restaurant and the exhibition of their work?
The contents of the portfolio also must be defined both for assessment and for
the exhibition of student work at the end of the project and diploma course. The grading
portfolio will have more documents and project work in it. As to the showcase portfolio,
should learners self-select what work they are most proud of to show, should the
teacher select certain parts of the project? Should selection be based on quality of
work or on a certain sub project being exhibited for all students? These questions all
must be answered by the teacher in order to make decisions about the portfolio(s).
Finally, in addition to the course planning and the decision making about the
tutorial, it will be necessary to create rubrics for grading students appropriately on their
work in various ways. Students should have some control over their grading process,
such as self-evaluation. Because government standards impose a rubric on students
speaking skills, this should be used or adapted for oral skills assessment throughout
the course.
5.2 DESCRIPTION OF THE COURSE, THE TARGET STUDENT’S PROFILES AND

THEIR LEARNING NEEDS
As previously mentioned, this project has been developed in France, specifically
in a French Apprentice Training Center (Centre de Formation des Apprentis, CFA).
These schools provide vocational training for students in a number of different
professional paths. They tend to be students who are not succeeding in a more
traditional, academic setting for various reasons, including learning disabilities,
behavior problems and a general “désamour” for school. Students can opt to enter
these programs after the end of “troisième” (the last year of lower secondary school) or
30
at the age of 16. The professions represented are extremely variable from one CFA to
another. Students study a course of general education in literacy, numeracy, health
and basic science notions as well as vocational studies in their chosen field which can
range from plumbing or baking to hairdressing or horticulture. The resulting diploma
comes from the French government and is at the same level of education as a middle
school completion certificate but gives students professional skills to enter the
workforce at a younger age than their peers who continue in a more traditional school
setting. Students are paid a percentage of the national minimum salary depending on
their age and work in a local business for two weeks after which they come to the CFA
for one week, and this cycle is repeated. This means that students are at the training
center for 13 weeks total during a full year and 26 weeks over the two year training
period. They are no longer fiscally considered students, but employees in training and
so are paid for their attendance and participation at the training center.
When students enter the establishment, they are given literacy, numeracy and
general knowledge tests. These are used to sort students into appropriate groups for
general subjects based on their individual needs. There are 5 levels, the lowest of
which has a limited number of seats and is given special attention. These students tend
to have learning disabilities ranging from cognitive differences, dyslexia, dyscalculia
and social difficulties that have impeded on their personal growth. For vocational
studies on the other hand, the students are always placed with a group of peers
studying the same professional course. While English is considered a general course,
students are grouped by profession, not by level. In theory, this allows the instructors to
adapt the course for the students’ professional paths, but in practice creates a
classroom with great discrepancies between those students who are quite strong in
English and those who have difficulty following even an A2 level class. Most
professions are allotted one hour of English class per CFA training week. Salespeople,
cooks and waiters are given two hours of English each CFA training week. Over the
course of two years, students receive 26 or 52 hours of English instruction, minus
absences, teacher or student strikes, or other unplanned changes to the schedule.
Because many students arrive with not even a strong foundation at the A1 level of
English, it would be expected they need at least 180 hours of instruction to get to an A2
level before the end of the course (Association of Language Testers of Europe as cited
in Pearson Longman, n.d.).
Dividing the students by profession and not by level of English demonstrates

that the school administration is conscious of the principles of ESP. However, the
legislation around teaching standards for students in CFAs and Professional High
31
Schools clearly defines English as a general subject, not a professional one. This
influences the way apprentices are tested on their English during their final exams at
the end of their second year of study. Each CFA can choose between two types of
English evaluation: assessment during the training course, when students are ready to
take the exam or a summative exam taken at the end of the two year course. The
school in which I worked uses the second type of exam for both mandatory and
optional foreign language testing. The oral exam consists in the apprentice presenting
themselves and an authentic document previously studied in class at an A2 level. The
examiner can then ask the student to read a part of the text, ask them questions about
the text, about their lives and about their work experience. The students should have a
list of four to six documents studied over the two year study period validated by the
CFA. Students are given 20 minutes of preparation and the official oral exam must take
no longer than 20 minutes (French Ministry of Education, 2003). Students are
evaluated on their ability to present themselves, the document, their ability to interact at
an A2 level and on the quality of their English. (Appendix)
While students need to review basics and develop formulaic conversation skills
to be able to interact with potential English-speaking customers, they are obliged by the
evaluation method to work heavily on reading comprehension. This requires that they
memorize text presentations, rather than encourage circumlocution, gesturing, and
other communication strategies. The evaluation methods severely limit the possibilities
of deviating from working on documents that can be presented at the exam, and so
limit the amount of time that can be spent teaching English communication skills
related to the apprentices jobs.
France is a big tourist destination and more and more foreigners are venturing
outside of Paris to discover other parts of the country. This means that service workers
need to have at the very least, a basic command of English to be able to function and
to attract and maintain customers. The use of English in the specific context of the
culinary industry can be limited to common questions and answers about the
restaurant, the items on the menu, allergens, special requests, taking reservations, etc.
Students could also learn some basics in the case that they might go abroad, in which
case they need the vocabulary to understand instructions about what to do, how to
understand an order form, and the general functioning of a restaurant and professional
kitchen.
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5.3 DESCRIPTION OF THE PEDAGOGICAL APPROACH

The course is based on Project Based Learning, which has its theoretical
foundations in Cognitive and Social Constructivism and Situated Learning. These
learning theories are further underpinned by concepts such as group work, lifelong
learning, focus on finding solutions to ill-structured problems, student centered
learning, self directed learning, the importance of meaningful and authentic context to
learning, and a process orientation. (Marra, Jonassen, Palmer, & Luft, 2014, p. 224-
229) Project Based Learning is heavily student centered, placing a large part of
learning responsibility on the shoulders of students, and giving them more opportunities
to participate actively in their education than in a traditional pedagogical approach. The
French school system remains traditional in pedagogy and discipline. Proposing a
Project Based Learning approach in a country where less than a third (CNESCO,
2019c) of language teachers even use projects at all upsets the teacher-centered,
lecture-driven pedagogical approach most common in France.
Because the focus is no longer on the teacher for the majority of class time, but
is shared between students, the classroom necessarily becomes a collaborative zone.
Students must interact with one another to accomplish the tasks required of them by
the project framework. The class will work together in conversation, will work in small
groups and sometimes in pairs. Teacher lectures are to be minimal, mostly to explain
the project, the objectives and to answer questions students have about the project or
language, after engaging with the material. The use of collaboration in class is a use of
teamwork, an important professional skill for young people to learn. The lack of
groupwork or teamwork in traditional school in France means young people aren’t
learning how to handle these situations in a codified way before their professional lives
begin.
Social interactions in a teacher-focused class are limited because students

follow the teacher’s lecture, take notes and ask questions. Other interactions are not
encouraged, and can even be sanctioned with demerits or exclusion from the
classroom. In constructivist thinking, as mentioned in the previous chapter, learning is
an active and social process. In addition, language use and language learning is
necessarily social and interactive. Learners must interact with more knowledgeable
others including the teacher and other students in their class, especially since the
classes at the CFA are heterogeneous with wide divides between student levels.
Project Based Learning encourages more peer to peer interactions through
collaborative group work. Interactions with the teacher are expanded upon to include
more of the student’s perspective and ideas.
33
The use of a student-centered approach with a lot of group work and

increased social interactions in PBL, the foreign language classroom has more
opportunities for skills integration. The four main language skills (reading, writing,
listening and speaking) can be used in an integrated way to complete the different
tasks and parts of the main project. Language is not used in a vacuum and language
skills are mixed in real-life communicative situations. In addition to language skills
integration, the learners will be confronted with tasks that bring in elements of their
professional life and the rest of their studies at the Apprentice Training Center. The
basic academic coursework they complete during their time at the training center
includes basic math skills, health science, job-related science (health-code, bacteria,
machines, etc), and literacy in French. The Project Based Learning course outlined in
this paper tries to incorporate as many elements as possible from the other courses
students complete in their native language (for the majority of students, some are
migrants who are still acquiring French as a Second Language).
In addition to the basic academic skills that are required for learners to pass
their exams and get the CAP diploma, they take professional classes. For cooks and
waiters, this includes learning about ingredients, memorizing menus, how to
appropriately interact with customers in person and on the phone, etc. Beyond these
job specific skills, there are a number of “soft skills” that any learner would need to
acquire to function in their professional lives. We already addressed the need to
practice teamwork above. Apprentices also need practice organizing their work and the
time they have to accomplish tasks and sub-projects. They should be able to
understand written or oral instructions given by a superior or by a peer. Learners will
have opportunities to divide up and delegate tasks, and help make decisions
democratically regarding the final project of running an English-speaking event for local
Anglophones.
Given the context of this course design project, developed in a European

Union member state, the Common European Framework of Reference for Languages
is important to cite. The CEFRL is used throughout Europe to standardize the language
levels of learners. The French school program and evaluation materials for national
school exams are based on the CEFRL, and it is referenced in the French Ministry of
Education’s official documentation regarding the methods teachers are encouraged to
use in their classrooms for language teaching. According to the CEFRL, “users and
learners of a language [are] primarily ‘social agents’, i.e. members of society who have
tasks (not ex-clusively language-related) to complete in a given set of circumstances, in
a specific environment and within a particular field of action. While acts of speech occur
34
within language activities, these activities form a part of a wider social context, which
alone is able to give them their full meaning” (Council of Europe, 2001) This is in line
with the social constructivist theories cited above. The CEFRL recommends an action
oriented approach, in which learners must use the language to accomplish tasks
socially in interaction with others, taking into account pragmatic aspects of language
use and using different communicative strategies to get their message across. In other
words, languages are used in different social contexts to achieve ends. Languages are
the means with which we accomplish those extra-linguistic goals.
The CEFRL is used to evaluate students’ levels in terms of what students are
able to do rather than using a deficit model of evaluation telling students where they
haven’t acquired what is expected of them. Project Based Learning is compatible with
this type of evaluation, and the CEFRL evaluation grids will be used to evaluate
students and to help them self-assess their own level. The use of Portfolio assessment
is quite different to the way French teachers normally evaluate and grade students.
Part of using portfolio assessment is the use of self-reflection and self-assessment
using CEFRL assessment grids that have “I can...” statements for each language skill
and level. Students must think about their own learning processes and their goals. This
helps them to be more aware of their individual strengths and challenges. Portfolio
assessment also gives students the opportunity to measure their improvements in the
language by comparing previous productions and lets them share their achievements
in an organized way. Portfolio assessment will be further discussed in the following
section (5.4 Learning Objectives of the course).
5.4 LEARNING OBJECTIVES OF THE COURSE

Assessment and portfolios must be linked to learning objectives to be
objective measures of student growth or improvement. The learning goals set forth by
the French government are limited to the first three levels of Bloom’s Taxonomy, and
lean heavily on the “Remember” and “Understand” categories. The goals are vague,
and don’t allow for a more complex use of the language. Some examples of learning
goals in the official texts are:
Listening comprehension: understand instructions, understand work hours, understand

the presentation of an organizational chart, understand an order…
Speaking: give information, leave a telephone message, sum up an order, present a

person, describe their professional or personal environment, express an opinion or
idea…
35
Oral Interactions: Establish social contact, welcome and say good bye, take customer
orders, express or answer agreement/disagreement…
Written comprehension: Understand isolated words, understand sentence blocks,

understand instructions, understand the contents of an SMS, understand an invitation,
read and follow a recipe…
Writing: Make a list, fill out a form, take notes, write an e-mail, write a classified ad,
write a letter, create a poster…
Pronunciation: perception of the rhythm, recognition and pronunciation of vowels,

recognition of vowel reduction, use of the schwa, recognition and use of plural
endings...
Cultural content: (Consists of a long list of cultural points, does not include typical
measurable learning goals stated with a verb.)
Because the learning goals are meant to describe what learners should be
able to do with English by the end of their diploma course, they are fundamental to the
creation of the course. Some of the deliverables for the portfolio will come directly from
the government standards: write an invitation, write a classified ad, create a poster,
follow a recipe, introduce oneself, present their training, etc. Other learning goals need
to be rewritten in more specific language so that it is possible to measure students
learning. Because significant content is key to PBL (Larmer et al., 2015), working
through the project idea before specifying all of the objectives is normal.
After having elaborated the full course, the learning objectives are written in
the schedule as “I can…” statements. To be used in the French context, they will need
to be translated into French to be accessible to students. In the schedule they are
related to each lesson as appropriate. Here, I have divided them into 4 main
categories: Meta-cognitive or self-reflection, Language learning and course structure,
Vocabulary and Grammar, Social Linguistic Action, and Explicitly Linguistic Action. The
objectives all work towards the goal of helping students in their professional and
personal lives and the course focuses more on ability to accomplish tasks effectively as
a social actor than on accuracy in grammatical forms. The following lists the objectives
for the course
Meta-cognitive, self-reflection: I can...

Explain in FR or EN how my EN skills have evolved.
Explain in FR or EN what I learned.
36
Explain in FR or EN how it relates to my professional life or job.

Summarize what we have done in year 1
Summarize orally in FR what we did in class last year.
Assess my current level using the CEFRL grid.
Explain how I feel about the upcoming event. What am I worried about? Confident
about?
Explain how the event went.
Explain positive points and negative points of the event, from my point of view.
Explain how the event relates to my professional life.
Explain how the event affected my EN skills.
Explain how the event affected me.
Compare in FR or EN my reflections and results on CEFRL from beginning of the
program and now.
Explain the differences from the beginning and now in my EN skills
Explain the differences from the beginning and now in my feelings about EN
Explain the differences from the beginning and now in my confidence in using EN for
work.
Language learning method and course structure: I can...

Explain in FR what PBL is
Explain in FR what a portfolio is
Summarize orally in FR what the project scenario is for the EN CAP Program, including
the 4 sub projects.
Tell a classmate where to find the information discussed in class today.
Explicitly Linguistic Action : I can...

Summarize orally in FR the main information from a document written in EN
Take EN notes about a document
Write a classified ad in EN using a model
Summarize in written and spoken EN a known document.
List new information about classmates based on their videos.
Compare cuisine from different English Speaking Countries.
Classify foods into groups.
Distinguish which item does not belong in a group.
Summarize a recipe and menu in French.
Find 3 different examples of a recipe.
Find 3 different examples of a menu with the same theme as ours.
37
Produce a recipe or menu based on a model.

Summarize in written and spoken EN a known document.
Name different types of communication.
List ways to communicate with customers before, during and after our event.
Summarize the poster and invitation in written and spoken EN.
Rearrange steps of greeting customers in EN.
Describe an image.
Summarize a text in EN and FR, orally
Summarize the text in written and spoken EN.
Present the menu.
Present a recipe.
Summarize orally a written or visual document.
Social Linguistic Action : I can...

Propose and choose criteria for a classified ad for a a restaurant worker (cook or
waiter)
Rank job candidates using the criteria from the classified ad
Recommend a candidate for hire.
Propose / Recommend a theme and a type of cuisine for our English Language
Restaurant Event.
Locate appropriate recipes online or in print media.
Report what I find to my classmates.
Compare recipes.
Propose / Recommend a recipe(s) for our event.
Propose criteria to select recipes.
Argue for or against a recipe.
Alter the menu or recipes to make an original.
Speak about food culture as related to our theme.
Produce a poster and invitation for our event.
Visually represent our event appropriately
Select positives and negatives for each poster proposed.
Choose and vote on a poster and invitation.
Summarize in FR how to take reservations.
Role play taking reservations:
Ask and answer questions about reserving a table.
Summarize in FR the complete process of greeting a customer, taking them to their
table, taking orders, payment and saying goodbye.
38
Dramatize communicating with customers in the restaurant.

Ask for help from a colleague if I get stuck.
Decide on a decor theme and layout of the restaurant with my coworkers.
Demonstrate or Dramatize the text.
Take a customer order.
Make an order to a waiter.
Read aloud a written order to the kitchen.
Create a short skit for customer interactions.
Imagine alternative endings to skits.
Criticize other skits: cite 1 positive and 1 negative from another group’s skit.
Read an order or Understand an order read to me.
(Summarize orally a written or visual document. Relates to below objectives)
Relate the document to my job, my training, my life.
Introduce myself, my job, my training.
Vocabulary and Grammar : I can...

Name different positions in a restaurant
Label a company organization chart
Identify words I already know in a new text
Identify and list the criteria from an unknown classified ad
Identify keywords on a resume
Outline the different parts of a classified ad and resume.
List things to say when introducing myself
Identify what I Know, Want to know and Learned about introducing myself (KWL)
Identify keywords and known phrases in a video
Use vocabulary and structures to write my own introduction script.
Use vocabulary and structures to make an introduction video
List English Speaking countries.
List known food and cooking vocabulary.
Label the food groups on a Food Pyramid.
Identify known words.
Outline the different parts of a menu and a recipe.
List information we need to include on a poster and event invitation.
Put a reservation dialogue in EN in the correct order.
Recognize keywords and “markers.”
List important information about our workspace (rules, safety, materials, rooms,
schedule…)
39
Name rooms in a restaurant.

Name materials used in different spaces.
Explain or define a word or object I don’t know how to say in EN.
Recognize keywords in a text.
Recognize known food words.
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6 RESULTS AND DISCUSSION
6.1 DEFINE TARGET AND CONTEXT
This PBL course is aimed at restaurant apprentices in French Apprentice

Training Centers (Centres de Formation de l’Apprenti), including both cooks and
waitstaff. After finishing Collège (lower secondary school), learners can continue to a
Lycée (upper secondary school) and continue their traditional academic studies. Other
students are referred to vocational studies in either a Lycée Professionnel (Vocational
upper secondary school) or a Centre de Formation de l’Apprenti (CFA). The learners in
the CAP (Certificat d’Aptitude Professionnel, Professional Skills Certificate) are
between 16 and 25 years old. The majority of apprentices are between 17 and 20
(Traore, 2018). Females represent only 33% of all apprentices. They are over-
represented in the service industries, and under-represented in industries that are
stereotypically masculine. Some apprentices have left the traditional academic school
system after Collège, others have recently completed secondary education, and some
decide to change their career plans after university studies, or after having worked in
another sector for many years.
Many learners come from low socio-economic backgrounds. Often there are
behavior issues and a record of low academic performance, which pushes students to
leave more traditional schooling. Duru-Bellat (as cited in Léonardis et al., 2009, p.3)
stated that the vocational track “consisted in fine in a process of negative social
segregation that mainly affects working class families who are distanced from the
culture of academics.” Of the students who do choose a vocational track, 79%
repeated a grade before becoming apprentices. While a majority of these apprentices
(77%) repeated only one grade, a significant portion (23%) repeated at least two
grades (Léonardis et al., 2009, p.9). The Syndicat National des Enseignements de
Second Degré (SNES, National Union of Secondary Education, 2016, p.2) stated in
2016 that students in apprenticeship programs are more likely to come from working
class families, and more likely to have parents that have lower diplomas than students
in general education tracks. They even state that sometimes learners are forced by the
family’s economic situation to become an apprentice to participate financially at home.
While there are significant social discrimination factors implicit in the

educational system, learners in apprenticeship programs are attracted by the
practicality of learning a trade. The SNES (2016) further states that apprentices enjoy
the status of being considered “more adult” because they no longer are fiscally
considered students but employees in training. Having a salary also is attractive to
41
these young people. Finally, apprenticeships are seen as a framework from which
students with a history of academic failure can buckle down on their efforts and acquire
basic knowledge and skills to start a career (Zamora, 2012, p.86)
The course has been designed for a CFA in Central France that was
established 39 years ago, in 1980. The school is managed by a non-profit association
which is jointly run by the local Chamber of Commerce and Industry and the Chamber
of Artisanal Professions. It is financed by the French Government. The biggest
department is food and beverage related vocations. This department includes cooks,
waiters, butchers, bakers, pastry cooks, and fast-food workers. Other departments at
the school include logistics, electrical work, automotive mechanics, automotive
bodywork, hairdressers, nail and beauty technicians, construction, sales, and business
management. The CFA has 85 employees, more than half of which are teachers.
There are three English teachers, of which one also teaches Spanish to two small
groups of professional high school students attending the CFA. There are
approximately 1500 students, of which nearly 200 are in food and beverage hospitality.
There are a variety of diploma programs. The lowest level is the CAP
(Certificat d’Aptitude Professionnelle, Professional Skills Certificate), which is the
equivalent of a lower secondary school education. After completing the CAP,
apprentices can choose to continue their studies with a BP (Brevet Professionel,
Professional Certificate) or to complete a Professional High School course and get a
specialized Baccalaureate Diploma. The CFA also has students in professional higher
learning courses such as human resources, business management and banking. All
the students attending the school are apprentices, including those in higher learning
courses. This means they work for a period of time, then attend school for a period of
time. CAP Students work in a local business for two weeks, then attend the CFA for
one week, where they receive tuition in professional subjects, basic literacy, numeracy
and health science. Learners that already have a high school baccalaureate can skip
many of the basic academic courses and complete the CAP course in one year instead
of two. Apprentices spend at least one full day in a practice lab per week. For
apprentice cooks and waiters, this means they run the school’s practice restaurant one
day a week. Over the course of the two year diploma, the apprentices get 3 report
cards from the school. In the first year, they get report cards in February of the first
school year, then they get grades again in October of their second school year and
finally in April, a few months before their final exams and hopefully receiving their
diploma.
42
Learners are expected to leave the diploma course with an A2 level of

English. The French standards are based on the Common European Framework of
Reference for Languages and correspond with the European standard. However,
learners begin the program with a globally low level of English and would need around
100 hours of EFL instruction to attain a comfortable A2 level. Given the number of
class hours available during the program, just 52 hours over the two year course, it is
largely spent on reteaching basics and preparing students for the mandatory oral exam
in English. Students are expected to have studied four to six authentic documents at
the A2 level in class while attending the CFA and while it is encouraged that the
documents be job-related, the teacher can select any document that fits the exame
criteria. For the oral test, students are given 20 minutes to prepare and then are
allotted 20 minutes to introduce themselves and present one of these documents in
simple language. The examiner then can ask the student questions about themselves,
their work placement or about the document. Sometimes they ask the student to read a
portion of the text. Currently, students struggle to accomplish these tasks in class and
for the exam.
6.2 BRIEF DESCRIPTION OF THE COURSE
French academics can be very critical of any mistake and takes a very
traditional stance on pedagogy, and not just in language education. That is to say, the
French teacher is the gatekeeper to knowledge and rules his classroom through
authority, demanding students memorize lessons he dictates from the front of the
classroom (Garcia, 2019). Structuring a course in a non-traditional way would disrupt
the monotony of the school day. Project Based Learning also has the potential to get
students and teachers to feel more motivated and captivated by the learning
experience. It is flexible enough that it can include content that prepares students for
both their work lives and for their oral examination at the end of the diploma course. It
can use job-related content, not just generic textbooks with recycled topics students
review year after year as they progress through the French school system.
Project Based Learning can be the glue that holds together a course that
otherwise is fragmented by periods where students are in their work placements.
Having a main project that structures the course through to the end of the program
allows for continuity. The main project is broken into smaller sub-projects to ensure that
different national standards are met and that students see many different situations in
which English is necessary in their field of work. This can include soft skills, such as
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teamwork, good communication, dependability, adapting to changes, problem-solving,

work ethic, etc. Working on projects also allows students to develop 21st Century Skills,
as discussed in Section 4. These skills are more clearly related to the learners’ work
environments than theoretical academic information, which is important because
teenage learners don’t always see the relevance of all the subjects they are made to
study in academic settings. Using projects means they need to use skills learned in
other subjects and from work. This reinforces the previous learning and also shows
learners how these topics can be related to the real world and in particular to their jobs
in the restaurant or hospitality business.
While the structure of a Project Based Learning course breaks up the

traditional academic class format, the larger academic context will not likely change.
Teacher- centered approaches in the language classroom don’t give students enough
opportunities to work through challenges on their own or to practice the language in an
authentic way. The larger CAP Food and Beverage Hospitality diploma program at the
school will remain the same, as it is unlikely that teachers from other subjects will be
willing to try a new method of teaching with which they are unfamiliar. The national
standards will not change. Though this course does use those standards to assess
students, it improves upon simplistic standards that don’t make use of higher order
thinking skills. The methods of testing will stay the same for the final exams, and
cannot be changed as they are dictated by the Ministry of Education. Course work will
still need to rely heavily on reviewing the basics that students have already seen
multiple times, but not acquired, throughout their primary and early secondary
education.
The French government encourages an action-oriented approach, as

recommended by the Common European Framework of Reference for Languages. The
CEFRL states that language use and learning could be described as follows:
Language use, embracing language learning, comprises the actions performed by

persons who as individuals and as social agents develop a range of competences,
both general and in particular communicative language competences. They draw
on the competences at their disposal in various contexts under various conditions
and under various constraints to engage in language activities involving language
processes to produce and/or receive texts in relation to themes in specific
domains, activating those strategies which seem most appropriate for carrying out
the tasks to be accomplished. The monitoring of these actions by the participants
leads to the reinforcement or modification of their competences. (CEFRL, 2001,
p.9)
In other words, learners should be seen as language users who take advantage of the
sum of their past experiences and knowledge to accomplish tasks with which they are
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confronted in different situations. This humanistic approach contradicts the traditional

classroom dynamic.
It is doubtful that the action-oriented approach is applied regularly by all

teachers. Those who have been teaching for decades were taught in a more traditional
way, and carry on teaching that way today. A system that is traditional, creates more
traditionalists (Garcia, 2019). Even with reforms and policy changes, it is extremely
difficult to change teachers styles and methods once they are ingrained. Chini (2009,
p.6) remarks that “not always, but often, so-called action oriented tasks that we can
conceive of [in an academic context] are nothing but thinly veiled communicative
simulations because of a lack of authentic anchoring outside the school system and
often because of a lack of understanding of the action oriented approach on the part of
teachers.” Bourguignon says that it is regrettable that the CEFRL’s action oriented
approach is used selectively and often seen as more of a reinforcement of the
communicative approach, rather than a stand alone approach that could help bring real
life language use into academic language learning settings (n.d., p.59). A strong
departure not just from the common methods of teaching languages, but also in
student-teacher relationships, classroom management and methods of assessment is
necessary in view of the disparity between academics and real world work situations.
The traditional classroom prepares students for a world that no longer exists.
Jobs today require more than basic knowledge. Workers need to acquire 21st Century
Skills and soft skills including competence in at least one foreign language. Linking
their professional lives and academic lives through a Project Based Learning course
looks to the future by changing the way we structure and organize learning
experiences. Focusing on learners actual needs of circumlocution skills and language
related to their jobs will help to solidify that link between work and school. In this way
the course becomes tailored to learners, instead of learners conforming to the course.
Students can bring their strengths and cooperate in order to learn instead of competing
with one another. They can incorporate their interest in their profession into creating
something for an external audience instead of just for the teacher. Rather than focusing
exclusively on getting students ready for their oral examination at the end of the
program, a PBL course should make it possible to really help students be better able
to speak in English with customers at their jobs as well.
Beyond the non-academic skills students need to acquire to be successful in

future employment in the food and beverage hospitality field, students also must have
solid foundations in basic numeracy, literacy, health, and occupational safety. The CAP
diploma program does include academic courses on these subjects. Project Based
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Learning is an opportunity to reinforce these skills by giving students an opportunity to

use them in a real world situation, like making calculations for a recipe, reading health
and safety warnings or writing invitations for an event all within the scope of
coordinating an event for local English-speaking expats. If other instructors at the CFA
are willing, it would be interesting to further integrate the project across the curriculum
for other subjects.
Another type of skills integration should be discussed: that of language skills.

In language classes, it is common to talk about integrating the different language skills
(speaking - monologue, conversing, listening, reading, writing, mediating), rather than
focusing on single skills such as in mechanical drills. PBL can be used to encourage
integrated use of different language skills as students must accomplish tasks that make
use of multiple skills, as in real life. For example, in the first sub-project, learners will
read a classified ad, discuss appropriate criteria for cooks and waiters they would hire
and write a classified ad as a class. Then they will look through some resumes and
decide who is the best for the job in groups. They will write their own resume. This Sub
Project thus requires oral comprehension within the classroom activities, reading
comprehension, written expression and oral interaction to accomplish the tasks.
In using Project Based Learning, the classroom is transformed and the

attitudes around learning and grades also must shift. The dynamic between the teacher
and learners must shift from a traditional model where the teacher is a pedagogue that
lectures at students. In PBL teachers must be present to guide students through a
project and ensure that relevant material is accessed and studied. Teachers must
recognize that respect is not earned through authoritarian tactics but in a mutual
endeavor to accomplish a goal together.
When working on a project as a means of learning content, it is important to

assess students in a number of ways. The French system traditionally grades students
from 0 to 20 points, with 10 being a passing score. This system has been criticized
heavily in the last few years for its subjectivity and the clear presence of subconscious
biases (Merle & Jarraud, 2007). To remove some of the subjectivity teachers should
use rubrics that describe criteria and degrees of success in fulfilling the criteria. Giving
feedback that is broader than a number or letter grade tells learners more about where
they are at, and where they are going. This means that teachers should also give
students qualitative reponses to their work. Constructive criticism will show students
what they got right and what they need to improve.
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Giving students an opportunity to assess themselves lets them pick

appropriate goals for themselves, based on their current level and needs. This is
particularly important in classes with a broad range of levels of fluency because
learners will have a variety of needs. Teaching students to assess their own work helps
them to think about what they have learned and reflect on their successes, failures and
improvements and put into perspective these events in their learning journey. An
additional benefit of having students reflect on their growth is that teachers can have a
better idea of how students see and feel about their own learning processes, which can
inform further adaptations of the program to fit the needs of the learners.
6.3 LEARNING OBJECTIVES
The standards referenced throughout this document are the French Ministry of
Education’s standards for learners in professional or vocational learning programs. I
translated the standards from French to English and added labels to make referencing
them easier throughout the course design. The labels start with letters which designate
the language skill they are aligned with: Listening Comprehension (LC), Speaking (S),
Speaking Interaction (SI), Written Comprehension (WC), Written Expression (WE), and
Pronunciation (P). These are followed by a number, which indicates the section, which
is different for each language skill and can be consulted in the annex where you can
find the translated standards. A final number designates the individual standards in the
section. For example, WE.3.4 is found in Written Expression, Section 3 “Codified
Forms”, and is the individual standard of being able to create a poster or sign.
I find it further important to comment on the quality of the standards, which

rely heavily on lower thinking skills such as remember, understand, distinguish, identify,
etc. This is not my choice, but a translation of the text from French. Higher-order
questions promote critical thinking skills because these types of questions expect
students to apply, analyze, synthesize, and evaluate information instead of simply
recalling or memorizing facts. Altering all the standards to make use of higher order
thinking skills is not in the purview of this course design project. I do hope that the Sub
Projects and Project in the course go beyond the lower order thinking skills that the
French curriculum requires. Where needed I will reformulate standards to make them
measurable and observable.
The French Ministry of Education standards herein were published in January

2009 based on the Common European Framework of Reference for Languages
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(CEFRL). The document states that “learning foreign languages is an essential

component of general and personal education as well as professional education: it
contributes to the development of civic duty, and the enrichment of relationships with
others for the students, apprentices and adults in professional training,” calling
language learning an intercultural endeavor. This is elaborated on, citing the
importance of mobility in a European context for workers who could then have
opportunities to work in other EU member or partner countries because of their new-
found language skills. The document also states the intention that learners should use
language in real life situations, though this is not portrayed in the way learners are
evaluated, or in the books that are published explicitly for the CAP level programs.
The 2009 document detailing the standards highlights the importance of oral
skills, noting that a “particular place should be made for oral communication, in both its
manifestations.” This is, however, only partly aligned with the means of evaluation
during exams. The oral exam requires learners to have studied four to six authentic A2
level documents during the course, and be able to speak about them briefly in simple
language. The examiner selects which document the apprentice talks about at the
beginning of their oral exam. For many learners, this means spending a great deal of
time on analyzing the text in class, because they lack the skills to do so on their own.
This course will try to remedy this divide between language skills teachers are told to
emphasize in the standards and the actual need for good written comprehension skills
to prepare for the exam, by introducing texts that are part of the Sub Projects learners
need to accomplish as part of the main Project. This means that learners will look at
the texts in a skills integrated manner. The texts will help them to accomplish the tasks
necessary to complete the Sub Projects and main Project scenario, and thus will also
help them to develop their professional skills.
It is noted that the standards are suggestions as to what students could learn,
not as a definitive standard to which courses must adhere. Because the Ministry of
Education has noted within the document that “the inventory of tasks proposed is not a
prescriptive catalog of cumulative skills: it’s function is to help the teacher elaborate
and build pedagogical programs adapted to the level and needs of their learners,” we
will take this into account, choosing the standards most essential to success with
exams and functionality in the workplace. For example, LC.6.2 asks that learners be
able to “understand a poem” which is perhaps less important in their work context than
LC.4.3 “understand the different phases of a filmed recipe.” Additionally, many
standards can apply to a single class, without being the sole focus of that lesson.
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To make the learning objectives clear to learners and other stakeholders, I

have included “I can...” statements, which would be translated to French for use in the
classroom. These statements allow students to know the focus of each lesson and Sub
Project. For the first lesson of the first Sub Project, the statements are: I can name the
different positions or jobs in a restaurant. I can label a company organizational chart. I
can identify words I already know in a new text. I can summarize orally in FR the main
information from a document. I can take notes in EN about a document. These
objectives are all from the French standards. Occasionally, I have written standards
that are tailored to the lesson, and are not based on the French standards. When
possible, I have tried to use descriptors for the higher order thinking skills, such as
create, classify, choose, propose, etc.
6.4 ASSESSMENT
The French school system relies on a grading scale from 0 to 20 points.

Assignments can be weighted so that they are worth more or less in calculating the
average grade and subjects are often weighted in calculating final grade point
averages. A score of 10 is just passing. French teachers are remarkably critical in
grading students. In the most competitive traditional schools, it is common for the
highest grade in the class to be a 10 or 11. I have often heard French people say “My
teacher used to say that 19 was for the teacher and 20 for God, so the best grade
possible for a student is 18.” The harsh criticisms of student work in a subject that
requires making many errors while learning, like foreign languages, could deterr
students from connecting with the subject and feeling comfortable taking risks to
communicate. This is particularly true of learners with a history of academic failure, as
with a large number of students in apprenticeships in France. Working within the
constraints of the French system, it is necessary to use the grading scale from 0 to 20.
However the criteria should be clearly adapted to A2 level learners, rather than
considering 20 to be native level language skills and a 1 to be a near total lack of skills.
If they meet the criteria of A2 level expression and comprehension, and put in the effort
to do the classwork and homework, they should have a good grade, not just a passing
grade.
Project Based Learning is a good opportunity to bring non-traditional methods

of assessment in the language learning classroom. This project will most notably
introduce the concept of portfolio assessment to learners who are used to a number
grade to describe their work instead of a collection of student-created artifacts,
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formative assessments and students reflections on their own work and growth
throughout the program. Students in France are more accustomed to teachers
assessing all of their work (CNESCO, 2019c), and most assessments are summative in
nature. Portfolio assessment is the perfect opportunity to show students how to assess
their own work.
Students should learn to assess their own level of language use with the
CEFRL grid and “I can...” statements that specfically inform them what they ought to be
able to do at the end of any given class or Sub Project. The CEFRL grid and
descriptors are translated into the European Union member languages and are easily
transmitted to learners. These tools are used throughout the EU as a way to
standardize language level descriptions across nations. Apprentices should also learn
to evaluate themselves based on the “I can...” statements for each lesson. Time should
be given at the beginning of each lesson to explicitly tell students what they should be
able to do by the end of the class, and students should be given a moment at the end
of each class to evaluate themselves against the criteria. To avoid having a pass or fail
mentality about the criteria, students could express their ability as a percentage of how
well they feel they can do each item.
Beyond assessing their language level on their own, students should also
learn to use meta-cognition to reflect on how they learn, what they have learned and to
think about where they are going and how to get there. This is often a key part of
portfolio assessment in higher learning. Students reflecting on their growth gives them
perspective on how their abilities have changed over time, as well as how their
perceptions and attitudes around language learning have changed. For the apprentice
public, it is good to have students reflect on how a task is related to their professional
life to make a link between the theoretical world of school and the practicalities of the
real world. In traditional school contexts only half of language teachers explicitly link
learners’ academic language study to real life (CNESCO, 2019c). For students who
have left the traditional system and are already working, they have a more practical
need for English language skills in their work lives.
In this course, some of the work will still be teacher assessed and some will
be assessed by both the individual student and the teacher. Teacher assessed work
and student assessed work will be evaluated using rubrics that attempt to take away
some level of subjectivity that affects grading using the French scale. Many studies in
France, beginning in the 1930s, have shown that grading is arbitary and based on
many subjective factors, including student age, gender, class, race, the teacher’s mood
when grading, etc. (Merle, as cited in Jeffrey, 2009). Keeping track of their self
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assessments and their work over time in a portfolio should help to show the story of
their improvement in English in targeted situations around their professional lives.
Project Based Learning opens up the classroom to the wider world. In the
case of this course, learners will run an English Language Restaurant event near the
end of their second year in the practice restaurant space at the CFA. They will need to
take steps to organize this, using the Sub Projects proposed and the guidance of their
EFL teacher as well as the vocational teachers that run the CFA’s practice
restaurant.The event will be the culmination of the work done in the Sub Projects. In
learning how to introduce themselves, creating the event poster and invitation used to
attract local English speakers to the event, deciding on a culinary theme and then
elaborating a menu and recipes, and doing role plays of how to greet customers and
take orders, learners will have not only practiced the skills necessary for the planning of
the event, but also will have practiced and improved their English skills as well. The
cumulation of their work – both their portfolio and the menu of the event – will be open
to the English-speaking customers that come for the event. Apprentice waiters and
cooks will be assessed by customers using a rubric during the event.
6.5 TYPES OF ACTIVITIES
In any classroom, activities can be classified into full class work, group work,
pair work and individual work. In Project Based Learning, working as a group or as a
class is key. The class is trying to collaboratively work towards an end goal. This
means necessarily that there is less individual work and that there is a tendancy
towards working as a class, in groups or as pairs on tasks. In the language classroom,
activities can be either integrated skills tasks or tasks that focus on discrete skills.
Within Project Based Learning in language education, there is a focus on completing a
task using integrated skills the majority of the time.
Because the class is working together to do an event, there is a slight

imbalance towards whole-class activities. Learners will begin most Sub Projects with
an introduction to the topic and the goals of the Sub Project as a class. Many
brainstorming activities also will be done as a class, so that everyone can benefit from
the ideas of others. Writing and reviewing summaries of the documents that will be on
the oral exam list will also be an activity done as a class, this way all the students are
clear on what information is important to include, and what information is optional if
they are confident enough to speak more and add more detail to their oral. When new
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information is being relayed to the class, such as new vocabulary or a new document,
the class will look at it together.
Students will also often work in groups or pairs. This is not common practice in
the French classroom. Learners are put in direct competition with one another and
rarely are asked to work together cooperatively. CNESCO says that French foreign
language teachers self-report using more group work than colleagues in other subjects,
but even so, only 34% said they used group work (2019c). Pair and groupwork in
academic settings are important ways to learn about teamwork in professional settings,
a 21st Century Skill, in particular for students in the context of the CFA as they already
are working in local businesses. Learners will need to delegate tasks and keep track of
time and deadlines to make sure that their work is completed. Additionally, working in
groups or pairs allows students who find English to be more of a challenge to work with
students who have a better grasp on the basics. The group work in this course usually
requires students to complete a task cooperatively, such as ranking candidates for a
job, classifying foods into a food pyramid, researching common foods from english-
speaking cultures, elaborating a full menu and set of recipes for their event, creating a
poster and invitation to be sent to local English speakers, rearranging the lines in a
dialogue, rearranging steps in instructions, creating role plays and demonstrating their
new skills at the English Language Restaurant event.
In addition to these activities, at the end of the second year, after the event,
learners will work in groups to review the documents that are on the exam list. There
are four hours reserved for this, and two additional hours just before exams that have
been left open to adapt to the students specific needs before the exam. During the four
reserved hours, the teacher will do mock oral exams with individual students. The
results will go in their portfolio and count towards their grade averages for the class.
This is meant to help students feel more comfortable on the day of their exam. The
teacher will need to organize specific activities to guide students in reviewing the
documents and practicing for their oral that do not require the teachers presence to
keep them on track.
Rarely, students will need to work on their own to complete tasks. The
majority of these tasks are self-assessment or self-reflection tasks that students can
complete in class or as homework. They also will need to write their own introduction
video script and film their video in Sub Project 1. Learners will be asked to do some
research on their own as homework and report their findings in class, using a
worksheet.
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To give students as much practice as possible in English while working on the

Sub Projects, a student-centered approach would be ideal. While there are a number of
activities that include the whole class, they are designed to be discussions in which
learners participate heavily, and the teacher guides learners through questions, rather
than dictating information learners must memorize. In group work, learners must work
together among themselves, though the teacher remains present to answer questions
or help the students should the need arise.
On the whole, tasks are directly related to students being able to organize and
run an English Langauge Restaurant event at the CFA practice restaurant near the end
of their last year of study. This means that the majority of activities relate to preparing
the event either directly or indirectly. Some activities are more heavily related to the
final oral exams that learners are required to take at the end of the diploma program.
These have been integrated into the project process as best as possible. Learners
have to understand and be able to explain four to six authentic documents at an A2
level as well as being able to introduce themselves, their vocational training and their
jobs. Ideally, studying the documents would take less time, and learners would have
more time available to do more research and organization on their own for the event.
Unfortunately, the time contraints of the program limit the possibilities of further tasks
related to the event. Given more class time, learners could do more research in the
beginning, creating surveys, thinking about how to find potential English speakers to
come to the event. They could plan a practice lunch with other apprentices at the
school. There are a number of ways in which the project could be made more
complete.
6.6 ATTENTION TO DIVERSITY
The course necessarily makes use of certain types of activity because of the
means of evaluation at the end of the course. Learners must have studied four to six
authentic documents by the end of the program and be able to talk about them briefly
to the examiner. However, it is important to take into account different learning styles
and the diversity of needs of individual learners. Because the population at the school
includes a number of students that were in academic failure in middle school, it is
particularly important to be observant of any challenges they might be facing, whether
those are social difficulties related to their home lives or diagnosed (or undiagnosed)
neurological or cognitive differences. This is of particular importance to me as a
neurodiverse educator. There are many strategies to adapt any course generally to
53
students with special needs, and unfortunately, French educators are not trained to
recognize special needs or to help students learn strategies to work with their
differences to succeed.
Learners with ADHD can have difficulty focusing on some tasks, and hyper-
focus on tasks that engage them. The DSM-5 criteria for ADHD are inattention,
hyperactivity and impulsivity, the presence of these traits from a young age, and the
presence of hyperactivity, impulsivity and inattention in more than one context
(American Psychiatric Publishing, 2013).The ADD Resource Center makes a number
of recommendations for educators that teach ADHD learners (Meyer & Lasky, 2017) . If
a learner is unable to focus, it can be helpful to break up a task into smaller parts for
them. Large tasks can feel insurmountable, and the concept of “large task” is
subjective. Giving the learners the “I can...” statements at the beginning of any class
can help them to focus on what is important in the lesson and know what they are
meant to take away from it. Allowing students to do a quiet activity that helps them
focus on listening to what is happening around them can also be helpful. This might
include doodling, folding paper, crocheting, or using a quiet fidget toy. Learners with
ADHD can also have difficulties with executive function, which means they are prone to
forgetting due dates, are often late, have trouble estimating how much time a task will
take, and have difficulty keeping materials organized. They may have trouble keeping
their portfolio organized, if they even remember to bring it to class. It may be helpful to
give them a space to store their portfolio in the language lab and let them take home
just the parts they need to work on the current Sub Project. Doing regular graded
portfolio checks on the whole class can also help make sure that all learners, but in
particular those with executive functioning challenges, are keeping their materials
organized. People with ADHD often have problems regulating their emotions. A learner
who is frustrated may overreact or have inappropriate reactions to criticism.
Recognizing this can help to keep tense behavioral situations from escalating. Giving
learners with ADHD feedback at the end of each lesson can also help them become
more aware of their positive and negative behavior.
Another common problem present at the CFA is difficulty with reading. For
some students this is related to diagnosed dyslexia. For others it may be undiagnosed
dyslexia or problems with general literacy. Dyslexia is a learning disability that can
affect all language skills (National Health Service, n.d. b). For dyslexics one important
thing teachers can do is change the font that they use for photocopies. In general, sans
serif fonts are easier for all people to read, however there are fonts specifically
designed to make reading easier for people with dyslexia such as dyslexie font.
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Dyslexie Font (2017) helps to minimize “letter swapping, mirroring, changing, turning
and melting letters together.” The letters have ten features that help dyslexic readers
avoid these problems. The letters are bottom heavy, slight inclines on similar letters,
bigger openings, similar letters are slightly altered to be more different, letters have
elongated stems, capital letters and punctuation are in bold typeface, letters are taller
but not wider, and are spaced wider apart than average fonts (www.dyslexiefont.com,
2017). The font is not free, but the license could be purchased by individuals or by the
school. Another simple fix is to have learners with dyslexia cover the parts of a page
they are not currently reading with a white sheet of paper. This reduces the “alphabet
soup” of letters on the page. As they move through the text, they can move the white
paper down the page, and then above the section they are reading once they get near
the bottom. The Dyslexia Resource website provides many recommendations for
accommodating dyslexic learners. In particular the following suggestions are pertinent
to the language learning classroom (10 Classroom Accommodations…, n.d.). Grading
dyslexic students based on their ideas rather than the accuracy of their spelling can
also help to encourage them to continue working on their English. This is particularly
compelling because they will not be evaluated on their writing ability in their final exam.
Dyslexic students also might have the opportunity to do their self-reflection activities
orally, either as an interview with the teacher outside of class time or as an audio-
recording.
Learners with suspected or confirmed cognitive differences, particularly if

these differences specifically affect their social abilities, as with people on the autistic
spectrum, should be given particular attention in regards to their social integration in
the class. Language is used socially, and language learning is a social activity. It is
important to make sure these learners are paired with peers who will treat them
appropriately. These learners are susceptible to having comorbidities and have a
constellation of challenges that need to be addressed. These can include differences
like dyslexia or ADHD and executive functioning difficulties, but also differences such
as Sensory Processing Disorder or Auditory Processing Disorder. (Co-occurring /
Comorbid Conditions, 2018).
Learners with sensory processing disorder may be hypersensitive or hypo-

sensitive to sensory stimuli in their surroundings (Understanding Sensory…, 2019).
Being hypersensitive is more relevant to this conversation. For those with
hypersensitivity to one or multiple senses, their brains do not filter out sensory input the
way a neurotypical brain can. The average person is able to focus in on the important
stimuli and are often unaware of the overwhelming amount of sensory information that
55
is present in any situation. A learner who is hypersensitive to sounds might be

overwhelmed by the sounds of even a quiet classroom: the clock ticking above the
door, a whisper from another student, the hum of electricity in the building, the air
conditioning or heating unit, a lawn mower outside, the rustle of papers on the teachers
desk, a fly buzzing around the back of the room. These sounds can seem so loud that
they drown out the ability to focus on anything else. Others might be overwhelmed by
light or by visual stimuli. One common example is the flickering of overhead lighting.
The tone of the light is bothersome, but they pulsate almost imperceptibly and this
pulsating can completely distract a person affected by sensory processing disorder.
Some are affected by olfactory hypersensitivity. Perfumes, deodorants, cleaning
products, body odor, books, hot electronics, and other common classroom smells can
be overwhelming. Students can feel nauseated or light headed or just be distracted.
These are a few of the most common examples, though there exist many others.
Sensory Processing Disorders don’t necessarily affect only one sense, but can affect
multiple senses at once. Morin makes a number of suggestions on the Understood.org
website regarding various ways teachers can accommodate students with SPD.
Learners might be allowed to wear noise canceling head phones or ear defenders, for
example, when working alone or in small groups to help filter out sounds that their brain
doesn’t filter out for them. It might be possible to turn off the fluorescent lights in some
classrooms, but often that is the only source of light. For some people with SPD, it is
helpful to wear colored lenses or sunglasses (Morin, 2019).
Auditory Processing Disorder is similar to both Sensory Processing Disorder

and to Dyslexia. People with Auditory Processing Disorder may by hypersensitive to
auditory input and hear all the minute sounds present in a given situation, making it
extremely difficult to distinguish what information is important. They have a hard time
distinguishing different sounds and sometimes can mix up morphemes much in the
same way dyslexics can confuse written letters (National Health Service, n.d. a). When
a language class is based heavily on spoken communication, it can be difficult for
these learners to correctly hear what the teacher is saying. Repeating and rephrasing
the most important information in a lesson, signaling to learners that a point is
important to catch and Writing key points on the board can also be helpful. If
necessary, the student might be able to share notes with a classmate that is more able
to take notes. Rosen (2019) shares more strategies including using non-verbal signals
to show the learner something important is being said, using plenty of visual aids,
repeating key information many times, and giving written instructions for class and
homework.
56
Some learners come to the CFA with little prior experience in English. Often
these students are recent immigrants or students who were not attending a traditional
school for long periods of time because of illness. Some students were in school, but
failed to engage with the content of the lessons and were left behind. This could be for
any number of reasons. All these learners need help to learn the basics. The best
option is to propose resources to them and offer them tutoring in the time slots
available before and after classes a few days a week. Making sure these students are
paired in class with students that have a good foundation in English, even at a basic
level can help as well.
Finally, because many students come from working class families, as

previously mentioned, some students have a lack of resources outside of school. They
may be unable to access the internet for at-home research. They also come to school
without the basic materials needed, such as pens, pencils, erasers and paper. This can
be addressed through the schools liaison social worker, however many students in this
position are embarassed to admit their economic situation and don’t advocate for
themselves. Students are penalized at the CFA with demerits for not coming to class
prepared. This can be a tool for discipline for students that come to class needlessly
unprepared, but unnecessarily penalizes students who are unable to change their
behavior because it doesn’t come from willful disobedience but a difficult economic
home life.
6.7 DIFFERENT LEARNING STYLES
To appeal to learners with a past record of academic failure and that have a
general dislike for school, making use of activities that require different learning styles
throughout the program could encourage them to participate in ways that a teacher
centered class would not. Different learning styles include linguistic,
logical/mathematical, spatial, musical, body/kinesthetic, interpersonal and intrapersonal
styles (Gardner & Hatch, 1989, p.6). Learners have different interests and preferences
and learn accordingly.
The proposed Project and Sub Projects include most of these learning styles
over the course of the program. Learners use linguistic skills in reading exam texts and
preparing summaries of them. They use logic in creating criteria and ranking
candidates in the first Sub Project. Apprentices make use of spatial awareness in
creating their promotional materials and making decisions about how they will decorate
57
and set up the practice restaurant for the English Language Restuarant event. They
are required to get up and act out role plays of how to go about greeting and helping
customers in a restaurant, using their kinesthetic skills to act and they will be asked to
participate in review games that require tossing a ball or moving around the room. Most
of the course work is completed either as a class or in groups or pairs. Learners thus
use interpersonal skills to work with others. They also are asked to work on their own
on a few activities, most notably on reflecting on their growth and linguistic skills. This
uses their intrapersonal skills.
Having a variety of activities that are attractive to different students allows

them to shine when they are using their stronger skills. Gardner and Hatch say that
multiple intelligences can help to assess learners more fairly than a standardized
written test because it allows students to be assessed on a wider variety of skills
outside the more traditional linguistic and mathematical abilities. Learners can then
“enable students to discover and develop abilities that in turn increase their chances of
experiencing a sense of engagement and of achieving some success in their
society.”(Gardner & Hatch, 1989, p.7) This is so important when learners self esteem
and belief in their ability to succeed has been squashed by past criticisms by teachers
and the educational system.
6.8 LEARNING SEQUENCE
This course is based on Project Based Learning and is structured as a

continuous main project that should last for the majority of the two-year-long CAP
Diploma program in order to organize and give contextual meaning to the content
learners are exposed to in English classes during the program. The main project is
divided into four sub-projects that are meant to help learners feel like the overall task is
manageable. These sub-projects also break up the content thematically. Each sub-
project has at least one deliverable learners must complete for their portfolios and an
authentic document that learners could present for their oral examination at the end of
the program.
The main project is guided by the scenario that learners are staff in a local
restaurant that has decided to do an event for local English speakers. Learners are told
that they will need to hire extra staff for the event, visit and prepare the event space,
decide on an appropriate menu and be sure English speakers in the community know
about the event. The sub-projects thus include “How do we know who we should hire to
work the event?” “What restaurant theme would appeal to English speakers in the
58
region?” “What should we know about where we work?” “What is the best way to
communicate with our clients?” as well as time to introduce the concepts of PBL and
portfolio assessment. Time is reserved at the end of the second year to do the event in
the CFA’s practice restaurant. Finally, time is allotted to prepare specifically for the oral
students will need to take as part of their exams.
After having a short theoretical introduction to Project Based Learning at the
beginning of the first year of classes, learners are introduced to the first Sub Project,
“How do we know who we should hire to work the event?” This first Sub Project is their
first taste of project work and sets up the scenario of creating a restaurant event for
local English Speakers. The apprentices will need to think critically about important
characteristics of restaurant workers and apply that to reading classified ads and
ranking candidates for a job after reading a few resumes. They also will need to create
a classified ad as a class and write their own resume using personal information.
Learners will then be told that they have all been hired to do the event and that they
need to create a video introduction of themselves. This introduction video will give
students the opportunity to practice introducing themselves personally and
professionally and possibly could be displayed at the event.
The second Sub Project, “What restaurant theme would appeal to English
speakers in the region?” gives students the opportunity to reflect on the fact that there
are many English speakers living in the local community and to think about how to best
serve this audience. In which countries is English spoken as an official language? Are
there countries where English is widely spoken even if it isn’t the official language or
even the first language of most speakers? What sort of food is eaten in English
speaking countries? Thinking about these food culture questions will inform the menu
of the event and the recipes that learners select. Further, to be able to discuss recipes
learners need to broaden their food and cooking vocabulary.
In Sub Project three “What is the best way to communicate with our clients?”
learners need to reflect on different types of professional communication with
customers. When do they need to communicate with customers? What information
needs to be conveyed? How can they get their posters and invitations to local English
speakers? Apprentices also need to work on various face to face communicative
situations with customers using role plays to prepare for the event, for their jobs and for
the final exams. These include taking reservations, welcoming customers to the
restaurant and taking orders.
Sub Project four “What should we know about where we work?” helps learners
to reflect on what is important to know about ones work place, including rules, safety,
materials, rooms, work schedule, etc. Learners need to know the names of the different
59
spaces in a restaurant, as well as the main materials used in those spaces. They will
be presented with a health and safety flyer that is common in restaurants, such as a
reminder to employees to wash their hands or a flyer for the health standards for
cleanliness in the kitchen.
Finally, apprentices will run the practice restaurant the day of the event using
English with their English speaking customers. Their best work from the year will be on
display in part of the restaurant space, for customers to review. The learners will be
asked to reflect on the event from their perspective and to discuss whether or not the
project helped their English language skills.
At the end of the program, a number of weeks have been left intentionally to
allow for time to review what students need to be able to do for their final oral exam.
The teacher will need to organize individual or group review work for some of these
sessions to give themselves time to do mock oral exams with the apprentices to help
prepare them for the exam.
6.9 SCHEDULE AND CONTENTS
Week Sub- Learnin “I can...” Topic Instructional Assessme Portfolio

N° project g Strategy nt
Mont Objectiv / Activities
h es
1 Introductio Explain in Concepts: Explain Grade
Oct n FR what -PBL concepts tracking
PBL is. -Self- sheet.
assessment Show
Explain in -Portfolio examples of Student
FR what a assessment self Calendar.
portfolio is assessments
Summary
Show example writing
of portfolio aid.
Circumloc
ution aid.
Summarize Project Self- Self-
orally in FR Scenario assessment assessm
what the using CEFR ent -
project Sub projects grid in CEFRL
scenario is French
for the EN
CAP
program,
including
60
the 4 sub-
projects.
Tell a
classmate
where to
find the
information
discussed
in class
today.
2 Sub- WC.1.1 Name the - Food and Class: Fill in Copy of
Oct project 1: WC.1.2 different Beverage an example
How do WC.1.3 positions or Hospitality organizational Classified
we know WC.2.1 jobs in a Staff chart of jobs in Ad and
who WC.2.4 restaurant. a company – Resume
should WC.2.5 - Applying / Who works in (DOC 1
work at WC.4.3 Label a Hiring a restaurant? for state
our event WC.7.1 company exams)
in the WC.7.2 organizatio Class: Read a
restaurant WC.7.3 nal chart. classified ad
? WC.7.6 and simple
WC.7.9 Identify resume
WC.7.10 words I
WC.7.12 already
WC.7.16 know in a
WC.8.2 new text.
LC.1.1
LC.1.2 Summarize
LC.2.1 orally in FR
LC.3.4.b the main
LC.7.7 information
LC.7.14 from a
LC.7.20 document.
LC.8.13
S.1.1 Take notes
S.7.3 in EN about
S.8.3 a
document.
WE.1.1 Propose - Applying / Class: Write Homework: Personal
WE.3.3 and choose Hiring an ad Write a Resume
WE.7.1 criteria for a together: resume
WE.7.8 classified using the Rubric for
WE.8.14 ad for a - What are the the model Personal
WE.8.16 restaurant characteristics studied in Resume.
WC.2.4 job (cook or of a good class.
WC.2.5 waiter). worker?
WC.4.3
LC.1.1 Write a - What
LC.1.2 classified elements are
LC.2.1 ad using a needed in an
LC.7.4 model. ad?
LC.7.7
LC.7.14
61
LC.8.13
S.1.1
S.7.3
S.7.8
S.8.3
3 Sub- WC.1.1 Identify and - Applying / Groups or Ranking
Nov project 1 WC.1.2 list the Hiring Pairs: Rank graphic
WC.2.4 criteria from candidates for organizer
WC.2.5 an a restaurant
WC.7.1 unknown job
WC.7.5 classified
WC.7.6 ad. - What are the
WC.7.9 criteria in the
WC.7.10 Identify ad?
WC.7.12 keywords
WC.7.16 on a - What is most
WC.8.2 resume. important to
LC.1.1 you as an
LC.1.2 Rank job employer?
LC.2.1 candidates
LC.7.4 using the - Use criteria
LC.7.7 criteria from to make
LC.7.14 the simple
LC.8.13 classified justifications of
S.1.1 ad. choices
S.3.2
S.7.3 Recommen
S.8.3 d a
S.8.10 candidate
for hire.
WE.1.3 Summarize Talk about a Class: write a Homework: -
WE.7.1 in written document : summary of Guided Reflection
WE.7.7 and spoken what can be reflection in -
WE.8.13 EN a Classified ad said about the French Summary
WC.7.6 known and resume document about first
WC.7.9 document. activities
WC.7.10
WC.7.12 Outline the
WC.7.16 different
WC.7.19 parts of a
LC.1.1 classified
LC.1.2 ad and
LC.2.1 resume.
LC.7.4
LC.7.7
LC.7.14
LC.7.15
LC.8.13
S.1.1
S.7.3
S.7.8
S.7.9
S.8.3
S.8.8
62
S.8.10
S.8.12
4 Sub- WE.7.3 List things Introduce Class: KWL
Dec project 1 WC.1.2 to say when yourself Brainstorm
WC.2.1 introducing using KWL
LC.1.1 myself. chart
LC.1.2
LC.2.1 Identify Class: Review
LC.7.4 what I what we know
LC.7.7 Know, and build on it
LC.7.14 Want to
LC.8.13 know and
S.1.1 Learned
S.2.1 about
S.2.2 introducing
S.2.3 myself.
S.2.4
S.2.8
S.7.3
S.7.9
WE.7.1 Identify Introduce Watch video Script of
WE.7.3 keywords yourself example of personal
LC.1.1 and known professional intro
LC.1.2 phrases in introduction
LC.2.1 a video.
LC.2.4.a Write personal
LC.3.1 Use scripts
LC.7.4 vocabulary
LC.7.7 and Homework:
LC.7.14 structures Film a
LC.8.13 to write my professional
S.1.1 own introduction
S.2.1 introduction video and
S.2.2 script. email to the
S.2.3 teacher
S.2.4 Use
S.2.8 vocabulary
S.7.3 and
S.7.6 structures
S.7.8 to make an
S.7.10 introduction
S.8.1 video.
S.8.10
S.8.12
5 Sub- LC.1.1 List new Introduce Watch videos Teacher Video
Jan project 1 LC.1.2 information yourself and
LC.2.1 about Self-
LC.2.4.a classmates assessed
LC.3.1 based on
LC.7.4 their
LC.7.7 videos.
LC.7.14
List new Introduce Watch videos Teacher Rubric for
S.1.1
information yourself and Script
63
S.2.1 about Self- and

S.2.2 classmates assessed Video
S.2.3 based on Introducti
S.2.4 their on.
S.2.8 videos.
S.7.3
S.7.6
S.7.8
S.7.10
S.8.1
S.8.10
S.8.12
6 Sub- WE.1.1 List English English- Individual/ Brainstor
Jan project 2: WC.1.1 Speaking speaking class: m sheet
What WC.7.6 countries. countries and
theme WC.7.10 common Timed Research
would LC.1.1 List known cuisine brainstorm workshee
local LC.1.2 food and with different t for
English LC.2.1 cooking topics: cuisine in
Speakers LC.3.6.b vocabulary. English different
like to LC.7.4 speaking English
experienc LC.7.7 Compare countries, Speaking
e? LC.7.14 cuisine American fast countries.
LC.8.13 from food, spices,
S.1.1 different vegetables,
S.7.3 English fruits, etc
S.7.9 Speaking
S.8.10 Countries. Class:
-What English
Propose / speakers live
Recommen in the region?
d a theme -What foods
and a type would they like
of cuisine to eat?
for our -What type of
English cuisine should
Language we serve?
Restaurant
Event. Research on
phones, vote
at end of
class.
WE.7.3 Label the Food Groups Groups: Use a Food
WC.1.1 food groups food pyramid Pyramid
WC.1.2 on a Food to sort foods
WC.1.3 Pyramid. by group. Odd one
WC.2.1 out.
WC.4.1 Classify Individual: Odd
WC.4.3 foods into one out Research
WC.7.1 groups. Workshe
WC.7.2 Homework: et for
WC.7.5 Distinguish Research Recipes.
WC.7.9 which item recipes for the
WC.7.10 does not type of cuisine
64
WC.7.12 belong in a we voted on

WC.7.16 group.
WC.7.19
WC.8.3 Homework:
LC.1.1 Locate
LC.1.2 appropriate
LC.2.1 recipes
LC.7.4 online or in
LC.7.7 print media.
LC.7.14
LC.8.13 Report
S.1.1 what I find
S.3.2 to my
S.7.7 classmates.
S.7.9
S.7.10 Compare
recipes.
Propose /
Recommen
da
recipe(s) for
our event.
7 Sub- WC.1.2 Identify What recipes Class: Participatio Example
Feb project 2 WC.1.3 known and menu? proposals of n in Menu and
WC.3.5 words. recipes from homework Recipe.
WC.4.3 homework. research.
WC.7.1 Summarize
WC.7.6 a recipe Criteria for
WC.7.9 and menu recipes
WC.7.10 in French.
WC.7.12 Vote on
WC.7.16 Propose proposals
WC.7.19 criteria to
WC.8.2 select
WC.8.6 recipes.
LC.1.1
LC.1.2 Argue for or
LC.2.1 against a
LC.7.4 recipe.
LC.7.7
LC.7.14
LC.8.13
S.1.1
S.3.2
S.7.7
S.7.9
S.7.10
S.8.8
WE.7.1 Cooks: Find What recipes Cooks: 3
WE.7.3 3 different and menu? groups
WE.7.8 examples Recipes in EN
WC.3.5 of a recipe. in metric
WC.7.6 measurements
65
WC.7.9 Waiters: , written out for

WC.7.10 Find 3 kitchen staff to
WC.7.12 different follow
WC.7.16 examples
WC.7.19 of a menu Waiters: Make
WC.8.6 with the a full menu
LC.1.1 same (more than we
LC.1.2 theme as are serving,
LC.2.1 ours. give 3 options
LC.7.4 for each part
LC.7.7 Alter the of the meal,
LC.7.14 menu or drinks, sides,
LC.8.13 recipes to etc) and
S.7.7 make an feature our
S.7.9 original. decided upon
S.7.10 menu as a full
S.8.8 Produce a page.
recipe or
menu
based on a
model.
8 Sub- Cooks: Find What recipes Cooks: 3
Mar project 2 3 different and menu? groups
examples Recipes in EN
of a recipe. in metric
measurements
Waiters: , written out for
Find 3 kitchen staff to
different follow
examples
of a menu Waiters: Make
with the a full menu
same (more than we
theme as are serving,
ours. give 3 options
for each part
Alter the of the meal,
menu or drinks, sides,
recipes to etc) and
make an feature our
original. decided upon
menu as a full
Produce a page.
recipe or
menu
based on a
model.
Cooks: Find What recipes Cooks: 3 Recipe or 3 Recipes
3 different and menu? groups menu using and menu
examples Recipes in EN rubric
of a recipe. in metric Rubric
measurements
Waiters: , written out for Use our
Find 3 kitchen staff to menu as
66
different follow DOC2 for

examples state
of a menu Waiters: Make exams.
with the a full menu
same (more than we
theme as are serving,
ours. give 3 options
for each part
Alter the of the meal,
menu or drinks, sides,
recipes to etc) and
make an feature our
original. decided upon
menu as a full
Produce a page.
recipe or
menu
based on a
model.
9 Sub- WE.1.3 Summarize Speaking Class: Write summary
Mar project 2 WE.7.1 in written about a out a summary
WE.7.7 and spoken recipe or of what we can
WE.8.13 EN a menu say about
WC.1.3 known recipes and
WC.3.5 document. menus
WC.7.6
WC.7.9 Outline the
WC.7.10 different
WC.7.12 parts of a
WC.7.16 menu and a
WC.7.19 recipe.
WC.8.2
LC.1.1 Speak
LC.1.2 about food
LC.2.1 culture as
LC.7.4 related to
LC.7.7 our theme.
LC.7.14
Summarize Speaking Class: Write Guided self- -
LC.8.13
in written about a out a summary reflection Reflection
S.1.1
and spoken recipe or of what we can -
S.7.3
EN a menu say about Summary
S.7.8
known recipes and
S.7.9
document. menus
S.8.3
S.8.8
Outline the Homework:
S.8.10
different Guided self
S.8.12
parts of a reflection
menu and a
recipe.
Speak
about food
culture as
related to
67
our theme.
Homework:
Explain in
FR or EN:
How my EN
skills have
evolved.
What I
learned.
How it
relates to
my
professiona
l life or job.
10 Sub- WC.1.1 Name Communicati Class: Example
Apr project 3: WC.1.2 different on with clients -What are poster
What is WC.1.3 types of different ways and
the best WC.3.2 communica to invitation
way to WC.7.2 tion. communicate DOC3 for
communic WC.7.5 with clients? state
ate with WC.7.6 List ways to -What exam
our WC.7.9 communica information do
clients? WC.7.10 te with we need to
When do WC.7.12 customers include?
we need WC.7.16 before, -How many
to WC.8.2 during and people can we
communic LC.1.1 after our take? (limited
ate with LC.1.2 event. seats)
them? LC.2.1 -How can we
LC.7.4 List communicate
LC.7.7 information with potential
LC.7.14 we need to clients?
LC.8.13 include on -Show
S.1.1 a poster examples of
S.7.3 and event good
S.8.13 invitation. posters/invitati
ons
WE.2.2 Produce a Visual/written Pairs or small
WE.3.1 poster and Communicati groups:
WE.3.4 invitation on
WE.7.1 for our Creating
WE.7.3 event. poster and
WE.7.8 invitation email
WC.2.1 Visually
WC.7.1 represent
WC.7.2 our event
WC.7.5 appropriatel
LC.1.1 y
LC.1.2
11 Sub- Produce a Visual/written Pairs or small Poster and Poster
LC.2.1
68
May project 3 LC.7.4 poster and Communicati groups: invitation and

LC.7.7 invitation on invitation.
LC.7.14 for our Creating
LC.8.13 event. poster and Rubric.
S.1.1 invitation email
S.7.3 Visually
represent
our event
appropriatel
y
Select Speaking Class: Summary
positives about a Decide on a
and poster and Poster and
negatives invitation invitation (or
for each parts of each)
poster to be used for
proposed. our event.
Choose Summarize
and vote on what can be
a poster said about the
and poster and
invitation. invitation
Summarize
the poster
and
invitation in
written and
spoken EN.
12 Sub- WE.8.7 Summarize Taking Think thru Reservati
Jun project 3 WC.1.2 in FR how reservations what is said in on
WC.7.2 to take French dialogue
WC.7.5 reservation together as a
WC.7.6 s. class.
WC.7.9
WC.7.10 Put a Re-arrange
WC.7.12 reservation the lines from
WC.7.16 dialogue in a dialogue for
WC.7.19 EN in the taking
WC.8.2 correct reservations –
LC.1.1 order. look for
LC.1.2 markers like
LC.2.1 Recognize ‘hello’
LC.2.4.b keywords ‘goodbye’ ‘how
LC.2.4.f and many?’ etc
LC.2.4.g “markers.”
LC.3.6.c
LC.7.4
LC.7.7
LC.7.14
LC.8.13
S.1.1
S.7.3
69
S.7.6
S.8.3
LC.1.1 Role play Taking Role plays
LC.1.2 taking reservations
LC.2.1 reservation
LC.2.4.b s:
LC.2.4.f
LC.2.4.g Ask and
LC.3.6.c answer
LC.7.4 questions
LC.7.7 about
LC.7.14 reserving a
S.1.1 table.
S.7.3
S.7.6
S.8.3
13 Year 1 Explain in Year 1 Self- Self- Self-
Jun Wrap Up FR or EN: Wrap Up assessment of reflection assessm
CEFRL level ent with
How my EN Guided self- CEFRL
skills have reflection and self-
evolved. reflection
How I have
changed.
How our
classwork
relates to
my job.
Summarize
what we
have done
in year 1
Year 1 Debrief of the
Wrap Up year, preview
of next year, in
class snack
14 Sub- Summarize Review of Review of Self- Self-
Sept project 3 orally in FR PBL, PBL, Portfolio, assessment assessm
what we did Portfolio, where we are CEFRL ent
in class last where we are in our project. CEFRL
year. in our project
Discuss
Explain in sending our
FR what invitations /
PBL is. where to post
our flyers.
Explain in
FR what a Self-
portfolio is. assessment
CEFRL
70
Assess my
current
level using
the CEFRL
grid.
WE.1.4 Summarize Spoken Class: Think Steps to
WE.8.7 in FR the communicatio through the greeting a
WC.1.1 complete n: Greeting different steps customer,
WC.1.2 process of customers at of greeting taking
WC.2.1 greeting a the door and customers, orders,
WC.7.2 customer, taking orders taking them to saying
WC.7.3 taking them the table, goodbye
WC.7.5 to their taking orders
WC.7.6 table, and saying
WC.7.9 taking goodbye in L1
WC.7.10 orders,
WC.7.12 payment Pairs:
WC.7.16 and saying Rearrange the
WC.7.19 goodbye. steps in EN
WC.8.2
LC.1.1 Rearrange Homework:
LC.1.2 steps in prepare for
LC.2.1 EN. role plays.
LC.3.6.b Cooks are
LC.7.4 Memorize customers.
LC.7.7 the steps.
LC.7.14
LC.8.13
S.1.1
S.1.5
S.7.3
S.7.6
S.7.8
S.8.3
S.8.6
SI.1.1
SI.1.2
SI.1.3
SI.1.4
SI.2.2
15 Sub- WE.1.4 Dramatize Spoken Role plays
Sept project 3 LC.1.1 communica communicatio
LC.1.2 ting with n: Greeting
LC.2.1 customers customers at
LC.3.6.b in the the door and
LC.7.4 restaurant. taking orders
LC.7.7
LC.7.14 Ask for help
S.1.1 from a
S.1.5 colleague if
S.7.3 I get stuck.
S.7.6
Dramatize Spoken Role plays Role play Video of
S.7.8
communica communicatio assessed role
S.8.3
71
S.8.6 ting with n: Greeting Homework: using plays?

SI.1.1 customers customers at Guided self- rubric. Self
SI.1.2 in the the door and reflection assessed Rubric
SI.1.3 restaurant. taking orders and teacher
SI.1.4 assessed Self-
SI.2.2 Ask for help reflection
from a Self-
colleague if reflection
I get stuck.
Explain in
FR or EN:
What I
learned and
how it
relates to
my job.
How my EN
skills have
evolved.
16 Sub- LC.1.1 List Work Space Class
Oct project 4: LC.1.2 important and Materials brainstorm:
What LC.2.1 information
should we LC.3.4.b about our What should
know LC.3.4.c workspace we know about
about LC.7.4 (rules, where we
where we LC.7.7 safety, work?
work? LC.7.14 materials,
What will LC.8.13 rooms, How can we
our S.1.1 schedule…) decorate the
restaurant S.3.2 CFA
look like? Decide on a restaurant for
decor the event?
theme and
layout of
the
restaurant
with my
coworkers.
WE.7.6 Name Work Space Layout of a Blueprint.
WC.1.1 rooms in a and Materials restaurant,
WC.1.3 restaurant. blueprint Materials
WC.4.3 -rooms list.
WC.7.1 Name -materials
WC.7.6 materials found in the
WC.7.10 used in different
WC.7.12 different spaces
LC.1.1 spaces.
LC.1.2 Circumlocution
LC.2.1 Explain or game for
LC.3.4.b define a materials for
LC.3.4.c word or which learners
72
LC.7.4 object I don’t know the

LC.7.7 don’t know EN word
LC.7.14 how to say
LC.8.13 in EN.
S.1.1
SI.1.5
SI.2.2
17 Sub- WE.1.3 Recognize Work Space Safety flyer for Safety
Nov project 4 WE.7.1 keywords in and Materials restaurant flyer as a
WE.7.3 a text. staff. DOC4 for
WE.7.7 state
WE.8.12 Describe an Class: exam
WE.8.13 image. -What do we
WC.1.1 see? (text,
WC.1.2 Summarize image, etc)
WC.1.3 a text in EN -What
WC.4.3 and FR, vocabulary do
WC.4.4 orally we
WC.7.1 understand?
WC.7.2 -What do we
WC.7.5 not
WC.7.6 understand?
WC.7.9
WC.7.10 Class: start
WC.7.12 writing a
WC.7.16 summary to
WC.8.2 explain the
LC.1.1 document
LC.1.2
Demonstrat Work Space Safety flyer for Summary
LC.2.1
e or and Materials restaurant
LC.7.4
Dramatize staff.
LC.7.7
the text. Class: Finish
LC.7.14
writing a
LC.8.13
Summarize summary to
S.1.1
the text in explain the
S.3.2
written and document
S.7.3
spoken EN.
S.7.8
S.7.9
S.8.3
S.8.8
S.8.10
S.8.12
18 Sub- WE.1.2 Take a Filling out and Review how to Self Self
Dec project 4 WE.8.2 customer reading an take orders. assessment assessm
WC.1.3 order. order of ability to ent
WC.7.10 Cooks: participate Rubric
LC.1.1 Make an reading orders in role plays
LC.1.2 order to a out for kitchen for ordering/
LC.2.1 waiter. staff taking
LC.3.6.b orders.
LC.7.4 Read aloud Game to
LC.7.7 a written practice:
LC.7.14 order to the A: Can I take
73
S.1.1 kitchen. your order?

S.1.6 B:Yes, I’d
SI.1.4 Recognize like…
known food A: That’s…
words. B: yes.
A, gives C the
paper.
C: One…!
Other cooks:
One…!
Use funny or
imaginary
foods, they
can draw
orders from a
hat
Explain in General Self-reflection Self- Self-
FR or EN: Communicati in class in FR reflection reflection
on
How my EN
skills have
evolved.
How I have
changed.
How
classwork
relates to
my job and
life.
How I feel
about the
upcoming
event. What
am I
worried
about?
Confident
about?
19 Event WE.1.4 Create a Reviewing Create skits Script for
Jan Prep WE.7.3 short skit interactions for different skit
LC.1.1 for with guests situations: dialogue
LC.1.2 customer writing
LC.2.1 interactions
LC.2.4.b .
LC.2.4.f
LC.2.4.g Imagine
LC.3.6.b alternative
LC.3.6.c endings to
LC.8.13 skits.
S.1.1
S.1.6 Criticize
74
SI.1.1 other skits:

SI.1.2 cite 1
SI.1.3 positive and
SI.1.4 1 negative
SI.2.2 from
another
group’s skit.
LC.1.1 Imagine Reviewing Create skits
LC.1.2 alternative interactions for different
LC.2.1 endings to with guests situations:
LC.2.4.b skits. performing
LC.2.4.f
LC.2.4.g Criticize
LC.3.6.b other skits:
LC.3.6.c cite 1
LC.7.4 positive and
LC.7.7 1 negative
LC.7.14 from
LC.8.13 another
S.1.1 group’s skit.
S.1.6
20 Event Imagine Reviewing Create skits Teacher Video?
SI.1.1
Jan Prep alternative interactions for different and self-
SI.1.2
endings to with guests situations: assessed Rubric for
SI.1.3
skits. Performing skits and
SI.1.4
scripts.
SI.2.2
Criticize
other skits:
cite 1
positive and
1 negative
from
another
group’s skit.
Intentionally
left OPEN
21 English Broad Put into EVENT 7 hours: Oral Rubrics:
Feb Language Range action the -Decor communicat
Restauran of State role plays -meal and ion Waiters:
t Event Standar with EN restaurant given to
ds, speakers. prep customer
culminati -Portfolio s
on of the Present the showcase
project. menu. -event Cooks:
-clean up rubric for
Present a customer
recipe. s(present
a recipe)
Read an + EFL
order or teacher
Understand present in
an order kitchen.
read to me.
75
Event Explain in Debrief Self-reflection Self- Self-

debrief FR or EN: about event reflection reflection
and staff Write about event
party How the summary of Summary
event went. event. of event –
DOC5 for
Positive state
points and exams
negative
points from
my point of
view.
How the
event
relates to
my
professiona
l life.
How the
event
affected my
EN skills.
How the
event
affected
me.
Party
22 Test Prep WC.8.7 Summarize Review of Review Doc 1 Oral
Mar WC.8.8 orally a document +2
WC.8.9 written or presentations Practice
LC.1.1 visual Exit test:Orals speaking
LC.1.2 document. about
LC.2.1 document
LC.7.4 Relate the
LC.7.7 document Practice
LC.7.14 to my job, introducing:
LC.8.13 my training, Self
S.1.1 my life. Job
Training
Introduce
myself, my
job, my
training.
Summarize Review of Review Doc 3 Oral
orally a document Practice
written or presentations speaking
visual Exit test:Orals about
document. document
Relate the Practice
76
document introducing:
to my job, Self
my training, Job
my life. Training
Introduce
myself, my
job, my
training.
23 Test Prep Summarize Review of Review Doc 4 Oral
Mar orally a document Practice
document. document
Relate the Practice

to my job, Self
my training, Job
my life. Training
Introduce
myself, my
job, my
training.
Summarize Review of Review Doc 5 Oral
orally a document Practice
document. document
Relate the Practice

to my job, Self
my training, Job
my life. Training
Introduce
myself, my
job, my
training.
24 Year 2 Compare in Year 2 Self-evaluation Self- Self-
Apr Wrap up FR or EN Wrap Up CEFRL and evaluation evaluatio
my Self-reflection CEFRL and n CEFRL
reflections Self- and Self-
and results reflection reflection
on CEFRL
from
beginning
of the
program
and now.
77
Explain the
differences
from the
beginning
and now in:
my EN
skills
my feelings
about EN
my
confidence
in using EN
for work.
Party
25 Test Prep Test Prep Left
May intentionally
OPEN
Test Prep Left
intentionally
OPEN
26 Exams
May
6.10 EXTRA CLASS HOURS
Extra time can be a luxury not always available to classes. In the CFA de
Bourges, when a teacher is absent, full time teachers can be given extra time with the
class. This means that some Sub Projects might be given more time than allotted in the
mandated number of hours used in the schedule above. It also means that the teacher
can use this time to review and practice material that students need to know well for
their oral exams, such as being able to introduce themselves, talk about their training
and their job. They also need to be able to present one of the documents discussed in
class during the diploma program, which is selected by the examiner on the day of the
oral exam. These summaries can be reviewed during this time as well. Finally, students
should start to practice circumlocution to feel more at ease when they don’t know a
word in English. In this section, I’ll propose a few activities to fill the extra time
constructively when it comes up.
First, many students level is such that they do not know how to sufficiently
introduce themselves, their training and their job. Giving them more opportunities to
talk during the two year program will help them really cement in their ability to do this.
78
It’s important to do so because this is a core part of their oral exam at the end of year
two. Students must be able to speak about and answer simple questions about
themselves. It would be possible to simply ask students randomly about their hobbies,
their family, their job, etc. but this would quickly be repetitive and boring. Tossing a ball
from student to student, having them ask each other questions and answering them is
another possibility. If time allows, having students prepare silly interview skits would be
the most fun and allow students to both participate in and listen to the same questions
and answers said differently. To change the content a little, learners could create a
character they judge to be interesting or funny to portray in answering the questions.
Alternatively, the teacher could put on a disguise and pretend to be another person that
the class can interview (Lindstromberg, 2004, p.65).
To practice the structures of questions and answers about the self, the
teacher could also opt to have a written element to the activities. This would give a
visual model to oral tasks. For example, the teacher could write the answers to a
number of interview questions that an examiner might ask on the white board (“I’m 18.”
“My name is Manon.” “I like motocross bikes.” “I’m a waitress in a restaurant in
Nevers.”) then groups of learners could write the questions that correspond, or orally
propose the questions (Wright, Betteridge, & Buckby, 2004, p.168). Another way to
practice using written language is to make “fake biographies” using folded sheets of
paper. The students write “My name is...” with their real name at the top of the page,
fold down the top of the paper to hide their name and pass the paper to another
student. That student adds a fictitious age, then the next adds a hobby, a number of
siblings, favorite colors, favorite type of music, and so on. When the page is full, the
students unfold and return the paper to the student whose name is at the top to read
their new biography (Lindstromberg, 2004, p.129). Similarly, the game MASH gives
students a silly biography based on chance. In the game MASH (Mansion, Apartment,
Shack, House), students list 3 items in a number of categories: dream car, dream
partner, how many children they will have, what animal they will have as a pet, etc.
Then a friend picks a random number and they start counting and crossing off every
nth item to discover their future life. This is a common schoolyard game in the United
States that is not known at all in France. Friends relish in putting at least one perceived
negative item in each category, in the hopes that the subject will be stuck with that
choice. Early on in the program, learners might not be confident in their ability to take
part in oral or written activities that require them to participate in front of other students.
Doing activities such as charades to show students they can rely on non-verbal skills
79
by acting out hobbies, their age, how many brothers and sisters they have, what their
job is, etc.
Once the program has started and at least one of the documents that will be
used for the English oral exam at the end of the course has been studied in class, it
seems appropriate that this document be examined and re-examined so that students
become accustomed to summarizing the main points of the document orally and
answering questions about the document. There are many activities that could be used
so that this doesn’t become monotonous or just rote memorization. Certainly,
answering questions that an examiner is likely to ask about the document is a
possibility. Having students come up with a list of three questions and sharing those
with the class might be more effective, because it requires the students to reflect and
anticipate what an examiner would ask. To be able to present the document, students
should be able to at a minimum list the main points of the document and offer an
opinion on the content of the document. Sharing opinions and comparing or contrasting
those opinions could also be interesting.
To begin reviewing the texts, the teacher should rely more heavily on students
understanding of keywords and the global theme of the document. Making a mindmap
can be helpful to recall vocabulary and to organize students thoughts around the topic
of the document before moving on to talk about it orally (Lindstromberg, 2004, p.102).
Another way to review based on vocabulary is to write out the alphabet, omitting
difficult letters, on the white board and soliciting vocabulary from or about the
document. Once students have given a word or phrase for A, move on to B, skipping
any letters students don’t quickly give an answer to and coming back to them at the
end. (Lindstromberg, 2004, p.46) To review based on the written text, the teacher can
put the text (or a sentence from the text) on the white board and ask the students to
pick two words from the text and write a true sentence. Then ask students to read their
sentences aloud. If they are grammatically correct and objectively true statements, then
the word is erased from the white board (Lindstromberg, 2004, p.3 and p.52).
Alternatively, the teacher could ask the students to judge which words can be removed
from the text to simplify it without making the text grammatically incorrect. It also would
be possible to do this in reverse, starting with a very simple and short sentence that
could be expanded to include more information about the topic.
To begin practicing oral skills the teacher could make statements about the
text that are correct and incorrect and ask students to repeat the teacher only if the
statement is correct. This requires the apprentices listen to the teacher (or another
student) and also repeats correct information. This could be made into a competition
80
between two halves of the class or the teacher vs the class (Wright et al., 2004, p.133).
A related activity also from Wright et al. has the teacher read a text (in our case, the
summary of the document) and students following along. The teacher intentionally
makes changes to the text as they read, and students must stop the teacher and
correct the wrong statement. (p.134)
To continue with oral skills, giving students a chance to talk about the
document in a variety of ways will help them build confidence in their ability to speak.
Initially, the teacher could ask students to say various things about the text: Say
something factual about the text, say something you like about the topic, say
something you don’t like in the text, say how this text is related to our project, etc
(Lindstromberg, 2004, p.61). To push students a bit harder, the teacher can ask them
to all speak for 30 seconds at a time about a certain aspect of the text. To take some of
the pressure off, students could all speak at the same time for 30 seconds, then
students can repeat what they said to themselves outloud in front of the class. After
students feel more confident in speaking for 30 seconds, push them to speak for longer
amounts of time about the text and topics related to the text (p.76 and p.193). Finally,
because the examiner will ask students questions about the text, it’s important to give
learners an opportunity to be questioned about it in class. Learners can be put in the
“hot seat” and be asked questions not only about the text but about themselves (p.83).
Circumlocution is an important skill that is not often taught in academic

settings, because a lot of emphasis is put on accuracy, at least in the French context.
Being able to “talk around” a concept we don’t have the vocabulary or grammatical
structures for in a foreign language allows us to communicate confidently even with a
low linguistic level in that language. My favorite games for circumlocution are to show a
student (or pair of students) the image of an object, person, building, tool, animal,
profession, etc and have them describe it to the rest of the class who must guess what
it is in either L1 or English. Sometimes the class doesn’t know the English word for the
concept on the card but that shouldn’t discourage them from playing with language.
Alternatively, the single student (or pair of students) can hold the image towards the
class, without seeing and the class can describe the image to their classmate(s) who
must guess what it is.
Another game I have had success with is playing circumlocution tic-tac-toe or

knots and crosses. In each space on the tic-tac-toe board, the teacher places an image
of something the students definitely don’t know how to say in English. The students are
divided into teams and have a representative at the board to draw their symbol in a
space. In order to place a marker in a space, they have to describe the image to their
81
classmate: “It’s an object. It’s in a kitchen. It’s for making an omelet. It’s made of plastic
or wood...Yes! The spatula!” This type of activity helps students to use English, and
helps to alleviate the fear of making mistakes or sounding foolish for not knowing how
to say something the ‘right’ way. Using language creatively should be rewarded as
much as possible if it is efficient in communicating the intended message. I once had a
student define an eyelash curler as “a small object, make of metal, for make eye
pretty.” While this statement includes grammatical errors his classmates and I knew in
which space on the tic-tac-toe board he wanted the X to go.
If students are struggling to do either of the last two activities, the teacher
could consider playing twenty questions and then applying the question from that game
to the two above to help learners move forward in their circumlocutions. Teachers can
give students choices, for example, “is it made of metal or plastic?” to help students
remember how to describe concepts or objects.
The teacher pretending to be an extraterrestrial who has no knowledge of

human cultures is another great way to get students to explain simple concepts in
English. The teacher asks an initial question and when students answer, the teacher
asks follow up questions about the other concepts in their answer. For example:
T: Where are we?
S: In school.
T: We’re in school? What is a school?
S: School is a place you go to learn.
T: Who goes to school?
S: Students and Teachers.
T: What is a student?…
One final example from Lindstromberg (p.149) for circumlocution is to have

students compare the contents of their schoolbags. This is an opportunity for them to
explain the objects in their bag, even if they don’t have the vocabulary. If they don’t
have know how to say an object, they should explain it to their classmate without
showing them what it is. If this seems too personal, the teacher could put laminated
picture cards in paper bags and have students peek in their bags and then describe the
objects on the cards. This could be quite funny, because the teacher could put strange
objects that maybe aren’t common in school bags as well as normal supplies.
82
To help students with circumlocution, the teacher will provide them with a
Circumlocution Aid at the beginning of the year to bring to class each week.
Categories: Colors:
 Black
 Object / Thing  White
 Person  Pink
 Plant  Red
 Animal  Orange
 Building  Yellow
 Job / Profession  Green
 Place  Blue
 Purple
 Brown
Objects: It’s found… / Is it found…? Tools:
It is…  Inside:  It’s used for… / Is it used
 a tool ◦ in a house for…?
 man-made ◦ in the garaje ◦ Cooking
 made of: ◦ in an office ◦ eating
 plastic ◦ in a school ◦ gardening
 glass ◦ in class ◦ working in an office
 porcelaine ◦ ◦
 ivory ◦ ◦
 wood ◦ ◦
 metal  Outside: ◦
 gold ◦ in the garden
 silver ◦ at a farm  It’s used by… / Is it used
 copper ◦ in nature by…?
 stone ◦ ◦ A doctor
 cloth ◦ ◦ A teacher
 ◦ ◦ A dentist
Animals: It lives… / Does it live…? It can… / Can it…?
It has… / Does it  In snow  Swim
have…?  in water  jump
 2/4/6 legs  in a river  fly
 wings  in a lake  run fast
 fur  in the ocean / sea  climb
 claws  in the mountains
 a beak  in the city It is… / Is it…?
 a tail  in a house  A carnivore
 the garden  an omnivore
 a farm  an herbivore
Jobs: Notes:
They work in… / Do
they work in…?
(He/She works in… /
Does he/she work
in…?)
 a hospital
 a restaurant
 a school
 a bakery
 a pharmacy
83
6.11 RESOURCES
The course does not use a text book, because those on the market do not
satisfactorily cater to the specific needs of apprentice cooks and waiters in the food and
beverage industry at an A2 level. The course does require a number of graphic
organizers, rubrics, and authentic texts. These could be developed by the individual
teacher or found online and adapted to the specific needs of the learning context in
which that teacher finds themselves. Additionally, some materials may or should be
created in-class. Some of the authentic documents should be student-authored and the
summaries of the documents provided to students to study for their final exams also
should be created with the students in class. The students will not take a formal entry
or exit test, but will periodically do self-assessments using the CEFRL grid and the “I
can...” statements provided for each class.
Additionally, students will be required to keep work in a binder portfolio that

they bring to class each time they are at the CFA. In the beginning of the first year, they
will be given a tentative student calendar that includes the “I can...” statements
translated into French, dates, and topics covered. They will receive a sheet to track
their grades on their portfolio work as well as a sheet to track what has gone into their
portfolio binder. In the beginning of the program, they will add these initial documents
as well as a Summary Writing Aid and a Circumlocution Aid (as seen in the previous
section), which will be helpful throughout the program. The first entry to their portfolio
will be their initial CEFRL self assessment. As the program progresses, they will put
other documents into the portfolio as well and keep track of them using the entry sheet.
These documents will include other self assessments, rubrics from teacher assessed
or self-assessed work, documents that will be used for the final oral exams, self
reflections, and most classwork. The portfolio is meant to show the progression of
student work throughout the program. Students will need to come to class with their
portfolio binder, paper, pens and colored pencils.
Further resources needed include access to either a wireless connection or a

computer lab occasionally so that students can research topics. Students may need a
space in the language lab to store their portfolios if they don’t have a stable living
situation during the year or over summer holidays.
The resources required are listed here by Sub Project:
 Introduction
84
◦ Student Calendar
◦ Grade Tracking Sheet
◦ Portfolio Entry Sheet
◦ Summary Writing Aid
◦ Circumlocution Aid
◦ CEFRL Self assessment
 Sub Project 1
◦ Organizational Chart of Jobs in a Restaurant
◦ Classified Ad
◦ Simple Resume for Cook or Waiter
◦ Resume Worksheet
◦ Resume rubric
◦ Classified ad + 3 resumes
◦ Ranking resumes graphic organizer
◦ Example summary for the Classified ad and resume
◦ Guided self reflection
◦ KWL Chart
◦ Example script of a video Introduction
◦ Example video introduction
◦ Video and Script rubric
 Sub Project 2
◦ Research Sheet: English-speaking countries and common cuisine
◦ Food pyramid and foods to sort into it
◦ Odd one out
◦ Research sheet: recipes
◦ Rubric for 2x research sheets
◦ Example menu and recipes
◦ Rubric for menu and recipes
◦ Example summary for our menu
◦ Guided self reflection
 Sub Project 3
◦ Example poster and invitation
◦ Rubric for poster and invitation
◦ Example summary for poster and invitation
85
◦ Dialogue for taking reservations (mix up the lines)
 Year 1 wrap up
◦ Year one wrap up self-reflection questions
 Sub Project 3 continued

◦ Things waiters say to customers from arrival in the restaurant till the end of
the meal when they leave.
◦ Role play rubric
◦ Guided self-reflection questions
 Sub Project 4
◦ Restaurant blueprint
◦ Restaurant most common materials list
◦ Safety flyer
◦ Safety flyer worksheet
◦ Example safety flyer summary
◦ Review taking orders: list of foods to be put in a hat, include silly things
◦ Self-assessment for taking orders
◦ List of scenarios for skits
◦ Rubric for skits
 Event
◦ Rubrics:
◦ Waiters: given to clients
◦ Cooks: EFL teacher present in the kitchen
◦ Document about the event
 Year 2 Wrap up
◦ Guided self reflection questions
86
6.12 COURSE EVALUATION
Unfortunately, the course has not been implemented or evaluated. I am no

longer working at the CFA and was not able to use this Project Based Learning course
in the classroom. While still working in the school, I was able to test some activities I
thought I would put into this design project, but didn’t have the opportunity to survey
students about how the activities affected them or their English skills. Students in their
second year researched common food eaten at Thanksgiving in the United states and
created a menu and set of recipes for an imaginary Thanksgiving event. Most students
seemed to enjoy the project, some were very engaged and went far beyond the
expectations set out for them. In the sales apprenticeship class, I was able to test out
part of the resume activity that I put into the first Sub Project. Learners looked at a
resume for a young person, answered comprehension questions about the text and
then created their own resume. This activity was clearly one they had not been taught
in their native French, and again, many students told me they found the activity useful
for them to practice writing a resume for their future. In a class of cooks and waiters, I
worked on naming foods and putting them into food groups after watching a
documentary about fast food with learners. In extra class time, I was able to test out
doing restaurant role plays with learners. This is especially important for waiters who
have more contact with customers and are more likely to need to speak English on the
job. This was another activity learners liked, because I had prepared a menu with really
strange imaginary foods and allowed them to be a little crazy in their acting. Many of
the extra time activities are also activities that were used as often as possible during
my time at the CFA. Anecdotally, apprentices seemed to enjoy these activities and be
engaged in learning through them.
I would have liked to implement the course at the CFA with one class and to
also have a control class that uses a more traditional teaching method. In order to
evaluate the effectiveness of the course, I would have evaluated students from both the
Project Based Learning class and a control class using entry and exit scores on an
English placement test as well as taking note of their CEFRL self-assessment results
throughout the two year CAP Diploma Program I would have kept records of the
students self-reflections, “I can...” checks, CEFRL self-assessment results and average
grades. In addition, I would have used surveys to collect students thoughts on the
course in which they were. I would include questions about student confidence in their
overall English language skills, but in particular their speaking skills. Further, I would
have liked to take note of any changes in attitudes about language learning, changes in
their attitudes about their ability to learn languages as an individual and students level
87
of motivation for learning English. Finally, if possible, I would have requested the
anonymous scores on the English exams for the learners in both the control class and
the Project Based Learning class.
Beginning of Program Student Survey Strongly Disagree Agree Strongly

Disagree Agree
In Collège or Lycée, English classes seemed
relevant to my life.
I am motivated to learn English.
I can see how it is important for restaurant
workers to learn English.
French people are bad at language learning.
I am bad at language learning.
I am confident in my general English skills.
I am confident in my ability to speak in
English.
Learning a foreign language is important for
professionals.
My family thinks it’s important for me to learn
English.
I like learning in a traditional class, like in
Collège or Lycée.
Learning English through doing a project
sounds more interesting than what I did in
previous English classes.
End of Program Student Survey Strongly Disagree Agree Strongly

Disagree Agree
The objectives of each lesson were clear.
The topics covered were relevant to my
professional life.
The topics covered were relevant to my
personal life.
The materials used in class helped me.
This class helped me to develop professional
skills.
This class helped me to improve English
skills.
This class helped me acheive my goals.
This class included a variety of activity types.
This class had a balance of explanation and
practice.
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This class motivated me to practice English

more than my language classes in Collège.
I can see how it is important for restaurant
workers to learn English.
French people are bad at language learning.
I am bad at language learning.
This class gave me more confidence in my
general skills in English
This class gave me more confidence in
speaking English.
Learning a foreign language is important for
professionals.
My family thinks it’s important for me to learn
English.
**Doing a project helped me learn better
than in a traditional class.
In addition to data collected from student perceptions and student test results,
I would have liked to consult other teachers working in the CFA system. I would
distinguish three types of teachers I would have liked to consult: EFL teachers,
academic subject teachers and professional subject teachers. Having the opinion of
other EFL teachers on the methods and activities used in the course would be helpful
feedback to have before implementing the program in order to make necessary
changes. Consulting with academic subject teachers at CFA schools could encourage
these teachers to consider how projects might be applicable to their subjects and how
their subject could be integrated into the project as well, giving the project more depth.
They might have ideas of how to make the project more integrated across the
curriculum, even if they are unable to add directly to the project work in their course.
Finally, professional subject teachers have the perspective of people having had
worked in the restaurant industry before becoming teachers. They know the needs of
the restaurant industry both locally and on a national level. They could recommend new
sub-project ideas, or ways to adapt the project to be more realistic to the industry.
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7 CONCLUSIONS
7.1 ANSWERS TO THE AIMS OF THE DESIGN PROJECT
To conclude this Design Project, we will discuss the extent to which the
general and specific aims of the project were met. It was not possible to answer all the
aims presented at the beginning of the paper. Because the aims were not all met,
future lines of research necessarily include the implementation of this project in the
classroom as well as the evaluation of the course. We will discuss other future lines of
research based on this project. The French Ministry of Education recently released new
foreign language learning standards for vocational school students. This course was
based on the standards written in 2009. We will broadly compare the old and new
standards and the degree to which this course adheres to the different sets of
objectives. Finally, we will suggest future applications of the project.
The first general aim of the project was to design an EFL course based on the
principles of Project Based Learning, English for Specific Purposes and the French
foreign language learning standards for vocational track apprentices completing a CAP
level diploma for restaurant workers. The course has been written, including a detailed
description of the learning context, a description of the course, a detailed schedule that
also includes the course content, French standards and standards stated in student-
friendly language. The learning sequence is described. The paper further discusses
how the course can be adapted for learners with a wide range of special needs and
different learning styles.
The course was unfortunately not implemented in the CFA de Bourges. My

contract expired and was not renewed in the training center. With my employment
circumstances beyond my control, I have been unable to empirically test this course in
full or in part. The results section of this paper discusses how I intended to evaluate the
course and measure other factors including student motivation, confidence and
attitudes around langauge learning.
This second general aim of the project was to measure differences in a control
group and a class completing the PBL course between learners level of motivation for
learning and practicing English, their confidence in their general English skills, their
spoken English skills and the positive of negative attitudes they may have around
language learning in general. In order to answer this aim, I would have needed to
implement the course and evaluate it. I did have anecdotal positive feedback from
students in my classes at the CFA when I tested some of the activities I later added to
this project.
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In order to accomplish these general aims, the following specific aims were
defined at the beginning of the project:
 Translating and organizing the French Ministry of Education’s EFL standards

for the CAP diploma program for Culinary Arts and Food and Beverage
Hospitality apprentices
 Analyzing English as a Foreign Language materials currently available to
learners in the restaurant industry
 Designing appropriate Project Based Learning units for the CAP diploma
program for Food and Beverage Hospitality and Culinary Arts apprentices.
 Evaluate the course based on
▪ Apprentice results on the CAP English oral exams
▪ Entry and exit proficiency tests for learners
▪ Student Reflections on work and growth
▪ Student self assessments using the CEFRL grid
▪ Student surveys on motivations, attitudes and confidence
▪ Student feedback on course content
The first specific aim included translating and organizing the French Ministry of
Education’s EFL standards in a way that was easy to cite in a course design program.
The translated standards can be found in the appendix. In reviewing the standards, it
became clear that most of them relied on lower order thinking skills and descriptors that
are difficult to measure, such as memorize, understand or distinguish. It was outside
the purview of this paper to rewrite the descriptors completely, but they were adapted
and I attempted to use higher order thinking skills in as many objectives as possible. I
related the French Ministry of Education standards to the course in the schedule of
contents. I did rewrite and summarize the most important standards in student-friendly
language for each lesson.
Second, I analyzed the books on the market in France and in English

speaking countries. I limited my search to books that were made specifically for CAP
apprentices, or professionals working in the food and beverage hospitality industry. I
further limited my selection to books that were bilingual French and English or
monolingual English, because of the local teaching context. I found that many
textbooks were out of print, too difficult for A2 learners, too expensive or just not
adapted to the specific needs of restaurant workers. Further, I didn’t find a Project
Based Learning specific course for vocational students in the food and beverage
hospitality industry. Because of these findings, I concluded that there were not currently
91
any materials that corresponded with the principles and methods I was looking for in an
EFL course for vocational students.
This led me to design the Project Based Learning course using a scenario in
which students would create and work at an English Language Restaurant event at the
practice restaurant at the CFA de Bourges. The different Sub Projects were designed
thematically to break up the bigger Project into manageable tasks over the course of
the diploma program. These Sub Projects included topics such as hiring staff, creating
menus and recipes for an event, visual and verbal communication with customers and
the knowledge about the workplace.
I had planned on evaluating the course using a number of variables. As

previously mentioned, this evaluation was not possible because the course was not
implemented in the CFA de Bourges to test it. I would have evaluated this PBL course
based on the CAP apprentices results on the English oral exams at the end of the two
year program in comparison with a control class that had had a traditional English
class. Students in both the PBL class and a control class would have had to take
proficiency tests at the beginning and end of their diploma program to measure
learners evolution in skills. At the same time, learners would have been asked to
complete surveys to measure their motivation, attitudes around language learning, and
confidence in their language skills. Because learners are set to write self-reflections as
part of their self-assessments in their portfolio, this qualitative information would have
also been added to the course evaluation to show any changes in students motivation,
attitudes around language learning, and confidence in their skills. The students are
required to fill out the CEFRL self-assessment grid at various times throughout the
program, and these grids would have been taken into account. Finally, the final survey
also would ask for student feedback on the course content and whether or not they felt
it had helped to improve their language skills and their professional skills.
7.2 FURTHER LINES OF RESEARCH
The use of Project Based Learning does not appear to be wide spread in
language courses, according to Beckett and Miller (2006) but makes sense for
vocational track students because of the nature of their training and the finality of their
professional goals. Though in the past few years, since beginning this course design
project, a number of Project Based Language Learning research projects have been
completed. The vast majority of those found by using the keywords Project Based
92
Learning EFL, Project Based Learning ESL, Project Based Learning English, Project
Based Learning Vocational English, and Project Based Learning Language were
focused on technology. These papers included terms such as virtual, ipad, online,
computer, smartphone, telecollaboration, CALL, technology, wiki, digital, STEM, ICT
and Wechat. The research is based on newer technologies that are often not available
in schools, especially those in rural areas or with under served populations, such as
those attending a CFA. Most of these studies also seem to be aimed specifically at
adults in university courses (tertiary education, university, degree course, higher
education) or young learners. While these academic contexts do not match the scope
of this project, they do show promising outcomes regarding student improvements in
language ability and positive student opinions of PBL.
Notably, Melad Essein used PBL with 3rd year university students in English
Education in Bangkok to encourage better language skills and analyze student
perceptions of PBL. The students went from having an average passing score on the
pre-test to all students having an above passing score on the post-test. Student
opinions were overwhelmingly positive in regards to the use of PBL (2018). Similarly, in
Pakistan, Somani and Rizvi tested the use of PBL in writing skills for 8th grade students.
The students in the intervention group in this study showed significant improvement in
their writing skills, as well as in lower and higher cognitive domains (2018). In a
taiwanese junior high school Wang, Teng and Lin implemented a shorter PBL unit
using a travel simulation in order to see how well PBL could work in their context and to
see what improvements could be made to their proposed course. The skills
emphasized in their results were data collection, better cultural understanding,
cooperative skills, applying English knowledge to real-world situations, though the
measurement methods and results were not explicitly discussed in the paper (2015).
Regarding vocational schools specifically, Pakpahan researched the difference of
speaking skills between a control group and intervention group of tourism vocational
students in Indonesia. Students were tested on their speaking skills before and after
the course, and the results between the control and intervention group showed, again,
that PBL gave the intervention group a clear advantage. Pakpahan’s work showed that
students improved in content, pronunciation, comprehensibility and fluency (2018).
Another research project in an Indonesian vocational school showed that students
reacted positively to PBL materials and courses (Susanti & Trisusana, 2017).
These studies are encouraging and and point to positive responses from
students and teachers in cultures that often rely on traditional language teaching
methods, as in France. The positive correlation between Project Based Learning and
93
improved language skills in these studies, in particular for teenage learners and
vocational students is worth confirming with further, larger studies. The project
elaborated in this research paper was not evaluated or implemented. I would like to test
the use of this course to both ameliorate it and to add to the growing body of research
around PBL for language learning.
In April 2019, the French Ministry of Education released an updated set of

foreign language learning standards that will be in place as of September 2019 in the
vocational learning track in France. This document suggests the practice of integrated
skills in the classroom and continues to encourage the emphasis on Speaking and
Listening skills for vocational track students. The recent updated document also
highlights the importance of helping students feel less inhibited in speaking by showing
them they can rely on other means of communication and giving them more confidence
in their communicative abilities. The new standards impose three principles of
language teaching on teachers, and leaves the rest up to teachers discretion, to allow
them more leeway in teaching topics that will encourage learners in their local context
to be excited about learning English. The three principles are as follows: use a real-life
“mise en situation” approach to teaching, use differentiated and collaborative learning,
and take advantage of digital tools.
The use of real life situational learning is further described in terms that sound
familiar to those who know Project Based Learning. Learners must use language to
complete real-life tasks or simulations in personal and professional settings. The
classwork should be student-centered and there should be an accent on individual and
group work. The use of real-life situations should help learners to understand the link
between theory and the practical aspects of learning a concept. Finally, the use of
authentic texts is considered essential.
Collaboration and differentiation are also considered to be essential in the new

standards. The new document often emphasizes the teachers discretion as key to
success for learners. Allowing teachers to individualize work for learners with different
levels or linguistic backgrounds gives more space to help learners work on their
English skills where they are. While having the space to differentiate work for students
with different levels, needs and goals is important, the grading system in France ranks
students against one another. It is worth questioning how teachers are meant to adapt
their grading to a classroom where students are being given different work based on
their current abilities. Should lower level students be graded more harshly than more
advanced students just because they find themselves in the same class?
94
Working collaboratively on group projects gives students a common goal. This

approach will bring about better listening skills, organizational skills and responsibility
(21st Century Skills). Finally, the recent document states that working on collaborative
projects with a research component or a problem-based situation [my emphasis] are
particularly interesting because they make use of all these important personal and
professional skills. They continue “this collaborative dimension is seen in the creation
and implementation of interdisciplinary projects or by meeting with outside partners.
Language teachers...can use this [project work], depending on the topics and
objectives, for CAP or Vocational Lycée students to present their project at their
exams.” The possibility of presenting a project at the exam means that learners would
not be required to study a certain number of texts and work to memorize them
throughout the diploma program. This frees up time for learners to do more authentic
project work including more in depth research and do more of the work to make the
event happen.
Encouraging use of digital tools is the final principle that the new standards
impose on teachers. This is essentially because of the availability of authentic
resources online, whether they be audio files, videos, images, articles, games or other
forms of online media. The possibilities of publishing and sharing student created
content presents another major positive aspect of digital tools today. They even
recommend students BYOD (Bring Your Own Device). Digital tools are an important
part of our day to day world, but the reality of using them in the classroom brings up a
number of important questions: How to convince school administrators that students
using a personal device such as a cell phone in class is a legitimate means of
educating learners? How to ensure safety when learners use their own device and
wireless internet connection? How can the teacher ensure students are completing
tasks and not doing other activities on their phones? Does the use of personal devices
limit who is able to participate fully in class? Digital tools can be useful, but these
questions and more should be weighed and considered before making use of them in
the classroom.
I would thus recommend rewriting parts of the course outlined in this project to
reflect these principles and to exclude the standards listed in the 2009 document. The
2019 guidelines are closely related to the spirit of this Course Design Project and are
encouraging to see as official government documentation. The newer standards make
stronger use of the CEFRL descriptors and leave ample room for teachers to make
decisions about what is appropriate for their learners in the context of their region,
school, learners backgrounds and vocation.
95
7.3 POSSIBLE FUTURE APPLICATIONS
In the future, given the new foreign language standards released in 2019 in
France, this course design project could be fundamentally changed to allow students
more freedom to work on all aspects of creating and running a restaurant event. Rather
than artificially limiting the project by the constraints of learning to present texts, they
could put to use their language skills in a real life situation and further develop those
skills in interaction with the teacher, with their peers and with other stake holders,
including the event guests. It would be interesting to integrate the course across the
curriculum to other professional and academic courses that students are enrolled in, so
that their time at the CFA feels more like a real-life professional situation than an
extension of the secondary school they left behind. I would like to further develop
Project Based Learning courses for other common vocations offered at CFAs in
France. Using the new standards as a reference along with new research about
gradeless lower secondary schools in France, I would like to further research and
advocate for fundamental changes to the way vocational track students are taught and
assessed in France. Project-based learning has been used in other subjects for
decades, and it makes sense to apply it in language learning in vocational settings. It is
in direct conflict with a school system that relies heavily on the omnipotence of
teachers and remains very traditional in it’s pedagogical methods across the
curriculum. Stating policy is one thing, designing courses that fulfill these prescriptions
and implementing them within a traditional system unwilling to compromise or change
is another. Giving language teachers in France different perspectives and different
methods to teach and evaluate students could be helpful in alleviating these issues.
Foreign language teachers in traditional secondary education also could use

the principles of Project Based Learning and portfolio assessment in their classrooms.
As they are not preparing students for a given vocation, and have different constraints
on language education, they can adapt the Project Based Learning model to the
themes French highschoolers study over the course of the last two years of secondary
education (Myth and Heroes, Space and Exchanges, Places and Forms of Power,
Ideas of Progress) to help students to think critically about these topics using the
sustained inquiry in PBL. Students already need to make a sort of portfolio of
information they need to be able to present one of the topics at their final oral exam.
PBL and portfolio assessment would add depth and meaning to the current school
program.
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There are many future applications of Project Based Learning and Portfolios,
not just in education but also in professional development, interviewing candidates or
language exams that are comprised of simulations (Diplôme de Compétence en
Langue, DCL). Other organizations such as private schools, institutes, NGOs and
businesses could also use the principles of PBL in training students or employees in
specific language tasks they might need in interacting with management, clients or
other beneficiaries of services. Knowing what learners need to be able to do and then
providing them real-life opportunities to practice and develop their language skills is
useful for professional development using the Project Based Learning method.
97
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103
APPENDIX
PROJECT MIND MAP
104
MATERIALS ANALYSIS: LIST OF TEXTBOOKS
Title Publisher Published Target group CECRL Specific Purpose

Level
Anglais en 10 Editions June 1999 CAP trainee A2 Restaurant for
Local leçons BPI (out of restaurant apprentices -
Context Restaurant print) workers Waiters
Age 15 - 25
France
Anglais en 10 Editions Dec 2004 CAP trainee A2 Restaurant for
leçons BPI (out of restaurant apprentices - Cooks
Cuisine print) workers
Age 15 - 25
Quick Start Hachette 2005 CAP trainee A2 General purpose for
(out of Age 15 - 25 apprentices, job
print) prep
Upmost Anglais Bertrand May 2006 CAP trainee A2 + B1 General purpose for
CAP Lacoste (out of Age 15 - 25 apprentices, job
print) prep
It’s a Mad Hachette 2009 CAP trainee A2 General purpose for
Hosue Age 15 - 25 apprentices, job
prep
New Starting Foucher 2009 CAP trainee A2 General purpose for
Goals CAP Age 15 - 25 apprentices, job
prep
The Book of Nathan April 2009 CAP trainee A2 General purpose for
Actions - Age 15 - 25 apprentices, job
Anglais CAP prep
CAP Goals Foucher 2012 CAP trainee A2 General purpose for
Age 15 - 25 apprentices, job
prep
Anglais - CAP Nathan 2014 CAP trainee A2 General purpose for
Age 15 - 25 apprentices, job
prep
TIP TOP CAP FOUCHE April 2015 CAP trainee A2 General purpose for
R Age 15 - 25 apprentices, job
prep
Match Point Delagrave 2018 CAP trainee A2 General purpose for
CAP restaurant apprentices, job
workers prep
Age 15 - 25
Englan Ready to Order Pearson Jan 2002 Restaurant A1 – A2 Tourism and
d Longman (out of workers in (“Eleme Hospitality:
ELT print) training ntary Restaurants
level’)
Oxford English Oxford Oct 2006 Adult B1- - Tourism, broad
for Careers: University B2+
Tourism 1(2,3): Press (“pre-int
Student's Book to upper
105
intermed
iate”)
English for Garnet April 2008 Students in B2 - C2 Tourism and
Tourism and Education higher Hospitality
Hospitality in education
Higher
Education
Studies Course
Book with audio
CDs
Highly Oxford March Restaurant B1 – B2 hotel and catering
recommended 2 University 2010 workers in (interme industry
Press training diate)
Highly Oxford ? Restaurant A1 – B1- hotel and catering
recommended 1 University workers in (element industry
Press training ary to
pre-
intermed
iate)
Collins English Collins Jan 2012 Hospitality A1 – A2 Hospitality Workers
for Work - Hotel workers (“elemen – self study
and Hospitality tary”)
Other English for Compass 2008 Restaurant A2? Restaurant Workers
Restaurant Publishing Workers (“high General
workers – Korea element
(British ary”)
English)
CLIL Teaching ERASMU 2016 - Restaurant Undefine Waiters, Cooks and
in Gastronomy: S + “Cook 2018 workers in d, A2 Bartenders
Cook, Serve Serve and training – High from
and Speak Speak School looking
English Consortiu at
m” - content
Poland,
Slovakia,
Turkey,
Slovenia
Flash on ELI Mai 2016 Adult restaurant A2 – B1 Restaurant Workers
English: Publishing workers General
Cooking, - Italy
Catering and
Reception 2nd
edition
106
MATERIALS EVALUATION
Is the structure of each

unit clear? Is there a Does it cover a
Does the book have a logical progression of balanced selection of all Does the book seem
clear organization? Is activities within each Does the textbook meet the language skills your appealing and
Book Title the sequence clear? unit? syllabus requirements? students will need? enjoyable?
New Starting Goals 3 3 2 1 1
It's a Mad House 3 3 2 2 1
The Book of Actions 3 3 2 2 1
CAP Goals 3 3 2 1 1
Anglais CAP (Nathan) 3 3 2 2 1
TIP TOP English CAP 3 3 1 2 2
Match Point 3 3 3 2 1
Oxford English for Careers: Tourism 1 (2,3) 3 3 1 3 1
English for Tourism and Hospitality in Higher Education Studies 3 3 1 2 1
Highly Recommended 2 3 3 1 2 2
Highly Recommended 1 3 3 2 2 2
Collins English for Work: Hotel and Hospitality 3 3 1 2 2
English for Restaurant Workers 1 1 1 1 3
CLIL Teaching in Gastronomy : Cook, Serve and Speak English 3 3 2 3
Flash on English: Cooking, Catering and Reception 2nd Edition 3 3 1 3 2
Does the book have

enough communicative
Are they purposeful, Are learners likely to tasks to move away
pertinent and useful for perform similar tasks in from a teacher centered Is the length of tasks
Book Title your classes? real life? model? appropriate?
New Starting Goals 1 1 1 2
It's a Mad House 1 1 1 3
The Book of Actions 1 2 1 2
CAP Goals 1 1 1 2
Anglais CAP (Nathan) 1 1 1 3
TIP TOP English CAP 1 1 1 3
Match Point 1 1 1 3
Oxford English for Careers: Tourism 1 (2,3) 1 2 1 2
English for Tourism and Hospitality in Higher Education Studies 1 2 1 2
Highly Recommended 2 1 2 1 3
Collins English for Work: Hotel and Hospitality 2 3 1 2
English for Restaurant Workers 2 1 1 1
Flash on English: Cooking, Catering and Reception 2nd Edition 2 3 2 2
Are the topics and tasks

varied to accommodate
Does it suit the learners Are the Approach and for differences in level,
L1 Background? Are teaching Method learning styles,
Is it appropriate for the there constrastive appropriate in the local strategies and needs,
Book Title size of the class? grammar examples? context? interests, etc?
CAP Goals 2 1 1 1
Match Point 2 1 2 2
Does the coursebook

facilitate self-study? Are
Is there enough clear summaries
Is the design of the book diversity? Does it avoid provided? Can it be
Book Title appealing to students? stereotypes? used by students alone? Is the book affordable?
CAP Goals 1 1 1 3
Match Point 2 2 1 3
107
If the book doesn’t

provide situations they
Do the topics reflect or will face, is it still Is the communication
Does it help prepare for relate to student’s lives interesting for another genuine? Are the texts
Book Title the CAP test? and needs? reason to them? from authentic sources?
CAP Goals 1 2 1 1
Match Point 1 2 1 1
Does the coursebook

facilitate self-study? Are
Is there enough clear summaries
Is the design of the book diversity? Does it avoid provided? Can it be
Book Title appealing to students? stereotypes? used by students alone? Is the book affordable?
CAP Goals 1 1 1 3
Match Point 2 2 1 3
Is your overall Does using the course

impression of the book require a lot of time to
Book Title Are the directions clear? favorable? Is it teacher friendly? prepare?
CAP Goals 2 1 3 3
Match Point 3 1 3 3
108
FOREIGN LANGUAGE TEXTBOOK EVALUATION CHART
109
FRENCH MINISTRY OF EDUCATION ORAL PROFICIENCY RUBRIC
110
TRANSLATED STANDARDS 2009

Translated from: Bulletin officiel spécial n° 2 du 19 février 2009.
Listening Comprehension
Type of oral
Standard Basic tasks
messages
LC.1.1 Understand isolated words
1. Fragmentary
LC.1.2 Understand questions
Messages
LC.2.1 Understand instructions
LC.2.2 Understand a message in a public setting
LC.2.3 Understand a telephone message
LC.2.4 Understand :
- a face to face professional presentation (identity, job
LC.2.4.a
function)
LC.2.4.b - the reason for a visit or a phone call
2. Brief Messages
LC.2.4.c - work hours
LC.2.4.d - a work schedule
LC.2.4.e - an itinerary
LC.2.4.f - a request for an appointment
- requests for information (delivery time, payment
LC.2.4.g
methods, etc)
Understand an organised professional presentation:

LC.3.1
identity, job function, training, experience, skills...
LC.3.2 In a hotel or restaurant, understand :
LC.3.2.a - availability
LC.3.2.b - services offered
Understand the description of a simple professional
LC.3.3
task
LC.3.4 Understand :
3. Organized FactualLC.3.4.a - the organisation of a normal work day
MessagesLC.3.4.b - the presentation of an organization chart
LC.3.4.c - The location of a service or an office
LC.3.5 Understand the account of a minor news item
LC.3.6 Understand :
LC.3.6.a - information relating to delivery time
LC.3.6.b - an order
LC.3.6.c - a request for a reservation, etc
LC.3.7 Understand a television advertisement
LC.4.1 Understand the account of an incident

Understand the characteristics of a town, a region (ie.
LC.4.2
during a guided visit)
4. Mostly informative
LC.4.3 Understand the different phases of a filmed recipe
messages
LC.4.4 Understand a video weather report
LC.4.5 Understand the main facts of a new story
5. ArgumentaryLC.5.NA NA for A2 level

messages
LC.6.1 Understand a story, a fairytale
LC.6.2 Understand a poem
6. Literary messages
LC.6.3 Understand a song
Listening Comprehension Strategies:
111
LC.7.1 Perceive, identify and discriminate sounds: distinguish long and short vowels,
diphthongs
LC.7.2 Recognize intonation differences (schéma intonatif)
LC.7.3 Distinguish the different types of discourse (injunctive, informative, etc.)
LC.7.4 Identify key elements in a message
LC.7.5 Perceive the tone of a message
LC.7.6 Identify accents that allow one to learn other information (accented words or
expressions in a message)
LC.7.7 Identify known words
LC.7.8 Identify formulaic language used in public announcements
LC.7.9 Differentiate different speakers in a conversation
LC.7.10 Identify the speakers (first and last names, information about each speaker)
LC.7.11 Identify feelings
LC.7.12 Identify the communicative intention
LC.7.13 Identify the extra-linguistic clues that allow one to anticipate what the content
of the message is (number of speakers, sounds, the voices of the speakers…)
LC.7.14 Deduce the meaning of an unknown word thanks to its similarity with French,
thanks to the elements composing the word (suffix, prefix…), roots, by giving meaning
to the prefix(es) and from context
LC.7.15 Memorize
LC.7.16 Identify the clues that allow one to locate the action in space and time.
LC.7.17 Cut a sentence into identifiable elements
LC.7.18 Recognize the elements that allow one to make a link between different
phases (connectors)
LC.7.19 Make the document coherent by sorting the elements in chronological order,
by identifying the point(s) of view represented, by sorting the arguments, by selecting
and associating important information
112
Identify lexical fields and repetitive elements
LC.7.20 Anticipate the subject based on known, non-textual elements (images,
music…)
Listening Comprehension Training :
NB : Practicing listening to sound files - in a regular classroom, a multimedia room or
with headphones - is indispensable for the development of listening comprehension
skills.
LC.8.1 Listen and recognize a known element in different utterances
LC.8.2 Listen and recognize similar utterances presenting different intonations.
LC.8.3 Listen and recognize different messages presenting the same intonation
LC.8.4 Listen and recognize identical utterances said by different speakers
LC.8.5 Listen and recognize identical utterances said with different intonation
LC.8.6 Identify the written transcription (from a number of transcription) that
corresponds with a sound file
LC.8.7 Listen and choose between a number of expressions or sentences that which
perfectly explains the message
LC.8.8 Listen and assign each speaker characteristics based on the message
LC.8.9 Listen and assign the utterances heard to the corresponding speakers.
LC.8.10 Listen and put the elements of the message in order
LC.8.11 Listen and orally reproduce the message
LC.8.12 Listen and reformulate the message
LC.8.13 Listen and summarize in French
LC.8.14 Listen and transcribe one or a number of elements in a message
Speaking
Type of oral
Standards Basic Tasks
messages
1. Short MessagesS.1.1 Give information
S.1.2 Explain expectations
S.1.3 Leave a telephone message
S.1.4 Dictate a message
113
S.1.5 Give work instructions

S.1.6 Sum up an order
2. Mostly informative
or Explanatory S.2.1 Introduce oneself
Message
Présentation S.2.2 Present a person, an object, a place, a project
Describe their professional or personal
Description S.2.3
environment
Relation d’un fait,
S.2.4 Present their journey and their training
d’un
événement ou d’une S.2.5 Describe an image to justify a point of view
expérience S.2.6 Narrate a story, an event, an experience
S.2.7 Describe a product or a service
S.2.8 Describe their professional activity
Present their company from an organizational
S.2.9
chart
3. Mostly
argumentative S.3.1 Express an opinion, ideas, personal feelings
messages
Développement d’un
S.3.2 Justify a choice
point de vue
Explain the advantages or disadvantages of a
Exposé S.3.3
product, a service a solution, etc.
Compte rendu S.3.4 Talk about personal and professional projects.
Speaking Strategies :
S.7.1 Respect pronunciation rules (articulation, prosody, accenting)
S.7.2 Use the appropriate intonation (declarative, exclamative, interrogative)
S.7.3 Use the correct known vocabulary
S.7.4 Use known grammar rules and structures
S.7.5 Use word-tools (time/space markers, logical and chronological connectors, etc) to
structure discourse
S.7.6 Imitate a known model
S.7.7 Reformulate
S.7.8 Use a known model as inspiration
S.7.9 Resort to circumlocution and other “circumvention strategies” when one has
difficulty expressing oneself (vocabulary, grammar, syntax)
S.7.10 Self-correction
S.7.11 Transpose acquired skills in French Language or in another language in English
114
S.7.12 Adapt discourse to the communicative situation
Speaking Training :
NB : self-recording - in a multimedia room or with headphones - is strongly
recommended for the development of speaking skills.
S.8.1 Reproduce an spoken utterance
S.8.2 Spell a word
S.8.3 Read out loud with a model
S.8.4 Read out loud without a model
S.8.5 Recite a poem
S.8.6 Make a dialogue or a skit
S.8.7 Sing
S.8.8 Orally reformulate a written or listening document
S.8.9 Interprète a short and simple FR text into EN while listening to the FR sound file.
S.8.10 Express oneself using a framework, keywords
S.8.11 Explain a word, an expression, a sentence in the target language.
S.8.12 Express oneself in a personal manner by using a model, a document or a
situation as inspiration
S.8.13 Describe an image, a table, a graphic, an object...
S.8.14 Indicate which arguments support a request, an explanation, a proposition
S.8.15 Express oneself in a spontaneous and autonomous way
Speaking Interaction
Type of oral
Standards Basic Tasks
messages
Establish social contact (pleasantries, introductions,
1. Short exchanges SI.1.1
thanks)
SI.1.2 Welcoming (to clients/customers)
SI.1.3 Saying goodbye (to clients/customers)
SI.1.4 Take customer orders
SI.1.5 Ask for information, ask for an appointment
2. Mainly Factual SI.2.1 Espress or answer :
115
exchanges
SI.2.1.a - agreement, disagreement
SI.2.1.b - permission, prohibition
SI.2.1.c - acceptance, refusal
SI.2.2 Ask or give help, a confirmation, clarification
Make sure that the other person understands the
SI.2.3
information transmitted
SI.2.4 Ask or give assistance
Share ideas, feelings, emotions, needs, tastes,
SI.2.5
experiences, skills
3. Mainly Informative
Ask for or give descriptions, explanations,
or explanatory SI.3.1
instructions, or information about:
exchanges
SI.3.1.a - people
SI.3.1.b - places
SI.3.1.c - objects
SI.3.1.d - facts
SI.3.1.e - events
4. Mainly
argumentative SI.4.1 NA for A2 Level
exchanges
Speaking Interaction Strategies :
SI.7.1 Use the correct gestures
SI.7.2 Establish contact using appropriate greetings
SI.7.3 Use correct linguistic indicators
SI.7.4 Use extra-linguistic support to maintain contact, show hesitation, show surprise
etc.
SI.7.5 Respect pronunciation rules
SI.7.6 Use declarative, interrogative, exclamatory and injunctive sentences
SI.7.7 Put oneself in a communicative position in a group
SI.7.8 Use varied registers of language
SI.7.9 Mobilize utterances having to do with the situation and the interlocutor in socially
coded exchanges.
Speaking Interaction Training :
SI.8.1 Work in pairs or groups
SI.8.2 Do skits
SI.8.3 Improvise using a framework
116
SI.8.4 Interpret dialogues
SI.8.5 Interview and respond to an interviewer
SI.8.6 Simulate an interview (job, negotiation, etc)
SI.8.7 Talk on the phone
SI.8.8 Participate in an informal conversation
SI.8.9 Participate in a video conference
SI.8.10 Participate in an opinion debate
SI.8.11 Take part in negotiating about goods or services
SI.8.12 React when facing difficulties in a conversation (difficulties on the part of the
interlocutor, getting stuck, conflicts)
SI.8.13 Restart the dialogue (for example : after an interruption)
Written Comprehension (Reading)
Type of texts Standards Basic Tasks

1. Text fragments WC.1.1 Understand isolated words (timetables, directory)
WC.1.2 Understand sentence blocks
Understand isolated statements or announcements
WC.1.3 (urban signage, street signs, menus, logos,
newspaper titles, etc.)
2. Short texts WC.2.1 Understand instructions

Understand a handwritten message, such as a note
WC.2.2
or a reminder
WC.2.3 Understand the contents of an SMS
WC.2.4 Identify pertinent information in classified ads
WC.2.5 Grasp the essential elements of an advertisement
WC.2.6 Understand an electronic message
WC.2.7 Understand a dictionary or crossword definition
3. Codified forms WC.3.1 Understand the contents of a postcard

WC.3.2 Understand the pertinent information in an invitation
WC.3.3 Identify the pertinent elements in an order form
WC.3.4 Understand the contents of a personal letter
WC.3.5 Read and follow a recipe
4. Factual Find information on the Internet, in a menu, on a

WC.4.1
informative texts homepage etc.
WC.4.2 Find information in a TV guide
Find pertinent information in a document (brochure,
WC.4.3
internet site, etc.)
Read and follow the user guide for a common
WC.4.4
device or appliance
117
Understand the main points of a short minor news

5. Journalistic texts WC.5.1
item
6. Literary texts WC.6.1 Read and appreciate a poem, a story
Written Comprehension Strategies :
WC.7.1 Use formal clues to identify the type of written document (source, page layout,
presence or absence of illustrations, type of illustrations - photo, comic, painting etc)
WC.7.2 Identify the typography, the punctuation, capital letters and other visual clues
WC.7.3 Identify expressions having to do with common social relations
WC.7.4 Identify, when necessary, proper nouns
WC.7.5 Identify the communicative situation
WC.7.6 Identify keywords
WC.7.7 Recognize grammatical forms (conjugation, suffixes, prefixes etc)
WC.7.8 Recognize auxiliary words (conjunctions, prepositions, etc)
WC.7.9 Identify the general meaning of a text with help from the title or other clues
WC.7.10 Identify known vocabulary
WC.7.11 Select the meaning of a word in a precise context
WC.7.12 Deduce the meaning of an unknown element from context, with help of other
known elements
WC.7.13 Identify instructions or directions
WC.7.14 Identify the steps in an account, an explanation, reasoning (chronology, logic,
auxiliary words, etc)
WC.7.15 Identify codes, formulaic language, conventional types belonging to certain
types of writing,
WC.7.16 Identify essential parts of a message, the important sentences
WC.7.17 Identify the main thread of a narration
WC.7.18 Identify the parts of a narration in which people or action evolves
WC.7.19 Identify recurring vocabulary or styles
WC.7.20 Identify the vocabulary or style idiosyncrasies of a type of text
118
Written Comprehension Training :
WC.8.1 Discriminate words that are similar in spelling
WC.8.2 Recognize one or many known elements in an unknown text
WC.8.3 Find the odd one out in a series of options
WC.8.4 Find two identical elements in a series
WC.8.5 Choose between a number of expressions or sentences the one which exactly
recounts the message previously read
WC.8.6 Propose an appropriate title for the text
WC.8.7 Reconstruct the main parts of a text (by filling in holes in a text, by correcting a
summary, by putting a summary in the correct order)
WC.8.8 Orally reformulate a text that has been previously read
WC.8.9 Summarize in French a message read in English
Written Expression
Types of Text Standards Basic Tasks

1. Text fragments WE.1.1 Make a list
WE.1.2 Fill out a form
WE.1.3 Take notes on a text or message
WE.1.4 Take customer orders
WE.1.5 Complete a document
Annotate a document with words, expressions
WE.1.6
(legends, definitions, etc)
2. Short texts WE.2.1 Write a simple note

WE.2.2 Write an electronic message
3. Codified forms WE.3.1 Write an invitation card

WE.3.2 Write a postcard from vacations
WE.3.3 Write a classified ad
WE.3.4 Create a poster, a sign
WE.3.5 Write a letter using standard elements
4. Factual
WE.4.1 NA for A2 Level
informative texts
5. Journalistic texts WE.5.1 NA for A2 Level
Written Expression Strategies :
119
WE.7.1 Use writing rules: punctuation, language-specific presentation (handwriting,
word processing…)
WE.7.2 Identify spelling rules
WE.7.3 Correctly use known vocabulary
WE.7.4 Use known grammatical structures and rules
WE.7.5 Use auxiliary words (markers that allow one to locate an action in time and
space, logical and chronological connectors, etc ) to structure discourse
WE.7.6 Resort to circumlocution and other “circumvention strategies” when facing
difficulty expressing oneself (vocabulary, grammar, syntax)
WE.7.7 Reformulate
WE.7.8 Imitate a known model
WE.7.9 Use a known model for inspiration
WE.7.10 Transpose acquired skills in French Language or in another language in
English
Written Expression Training :
WE.8.1 Copy, correctly and legibly an address
WE.8.2 Legibly fill out a form
WE.8.3 Use a word processor in English (specific signs, spellcheck)
WE.8.4 Take dictation
WE.8.5 Reproduce a text learned by heart (self - dictation)
WE.8.6 Finish a sentence
WE.8.7 Put the elements of a sentence, utterance or text back in order
WE.8.8 Modify a text
WE.8.9 Write the next part of a text
WE.8.10 Write the equivalent in English of a sentence in French
WE.8.11 Describe an image, a table, a painting, a graphic, etc.
WE.8.12 Reformulate via writing a spoken text ( dialogue, for example) or written text
WE.8.13 Summarize a text
120
WE.8.14 Expand a text by adding adjectives, adverbs, objects, relative propositions,
etc
WE.8.15 Indicate some arguments using a request, an explanation, a proposition
WE.8.16 Produce a personal text using a model, a document, a situation etc as
inspiration.
WE.8.17 Take notes during a class, a presentation, an interview, a discussion, a
debate, a meeting, etc
Cultural Standards
Sector Sub category

British, American
and other English-
Lifestyles
speaking countries’
way of life :
apple pie, baked beans, BBQ, brunch, cereals,
cheddar, corn on the cob, continental / English
breakfast, curry, custard, doggy bag,
Food
doughnut, drive-in, fish and chips, gravy,
happy hour, jam, junk food, maple syrup,
pancake, pint, pub, snack, tacos, tea time, etc.
A-road, B&B, bank holiday, cab, coach / bus,
commuter, double-decker bus, condominium,
Transport, tourism freeway, Greyhound bus, landlady / landlord,
and accommodation motorway, resort, road sign, roundabout,
subway, time zone, tube, turnpike, yellow bus,
YMCA, etc.
car boot sale, charity shop, cashback,
convenience store, corner shop, department
store, DIY, garage sale, grocer’s, high / main
Shopping
street, jumble sale, mall, newsagent, outlet
store, raffle, sales, shopping card, store card,
voucher, etc.
bow window, brownstone, the bush, cottage,
council estate, countryside, the desert,
Landscape and detached / semi-detached house, downtown,
architecture housing estate, housing development, market
town, skyline, suburbia, terraced house,
townships, trailer park, etc.
baby shower, best man, birthday party, bride,
Families and family funerals, housewarming party, in-laws,
Relationships
life relatives, stag night, step-family, weddings,
etc.
Personal and acquaintance, appointment, briefing, charities,
professional Christmas party, club, colleague, farewell
relations with other party, Season’s Greetings, invitation, old-boy
people network, Spring Break, business card, etc.
School and Education in Britain A-level, alumnus, assessment, comprehensive
121
school, campus, college, college of further

education, Commencement Day, community
college, dean, degree, drop-out, freshman,
GCSE, graduate, grammar school, high
and in the United
University life school, Ivy League, NVQ, Open University,
States
Oxbridge, prep school, preppy, public school,
redbrick college, roommate, SAT, scholarship,
sophomore, term, uniform, vocational school,
etc
catering, company, blue / white collar, CEO, e-
business / e-services, engineering, firm, fringe
benefits, front office, handicrafts, mortgage,
Industry, business outsourcing, PA, perks, plants, PR, R&D, real
Professional life
and services estate, research, retirement, safety
procedures, shareholders, start-up, stock
options, supply chain, takeover, teleworking,
tools, trade, workshop, etc.
acre, breed, cattle, dairy product, farming,
Agriculture harvest, hay, livestock, Napa Valley, prairie,
ranch, timber, etc
application / applicant, apprenticeship, bank
holiday, break, CV / curriculum vitae / (online)
resume / cover letter, fixed-term
contract,green card, grant, health benefits /
health insurance, internship, jobcentre, leave
Job and School Studying and of absence, maternity leave, off-season, part-
Mobility working abroad time, pension / pensioner, placement,
redundancy, retiree / retirement, school
exchange, sick leave, summer job / teen job
/seasonal job, trainee, training period,tuition
fee, twinning,wages, work experience, work
permit, work placement, etc
act, amendment, backbencher, barrister, bill,
Bill of Rights, borough, by(e)-election, Capitol
Hill, caucus, CIA, constituency, coroner,
habeas corpus, Commonwealth, Congress,
district attorney, FBI, general election,
British and
Governor, House of Commons, House of
Institutions American political
Lords, House of Representatives,
and legal systems
impeachment, lobbying, mayor, MI5, MP,
(Number) 10 Downing Street, Parliament,
primaries, PM / Prime Minister, Shadow
Cabinet, Senate, speaker, Supreme Court,
Whitehall, the White House, etc.
drug-addictions, affirmative action,
communities, death penalty, dress codes,
ecology, global economy, global warming,
Society Social issues
homelessness, immigration, relocation,
renewable energies, sustainable development,
workaholic, working poor, etc.
Amish, Bible Belt, Christians, Church of
Religion England, Islam, Jews, Mormons, Muslims,
Puritanism, etc.
Multicultural issues ethnic groups, melting pot, minorities, etc.
Parties and trade Labour Party, Tories, Lib-Dems, New Labour,
122
Democrats, Republicans, TUC, AFL-CIO,

unions
UAW, etc.
God Save America, God Save the Queen,
Historic and
Symbols, emblems leek / thistle / rose / shamrock, Star-Spangled
Geographic
and anthems Banner, Stars and Stripes, Uncle Sam, Union
references
Jack, etc.
Historical moments
and figures:
King Arthur, O. Cromwell, Elisabeth I, Henry
United Kingdom andVIII, Industrial Revolution, Queen Victoria,
Ireland Winston Churchill, the Blitz, D-Day, Ulster,
Thatcherism, etc.
American Revolution, Conquest of the West,
the Frontier, Gold Rush, cowboys, Indians,
Jefferson, Lincoln, slavery, American Civil
United States
War, Great Depression, Prohibition, New Deal,
Civil Rights Movement, J. F. Kennedy, M. L.
King, Neil Armstrong, etc.
Geographical
landmarks:
the Black Country, the Channel, Hadrian’s
United Kingdom Wall, Highlands, the Lake District, the
Midlands, the Peak District, Stonehenge, etc.
National Parks, Death Valley, Grand Canyon,
United States Mount Rushmore, Niagara Falls, Rocky
Mountains, time zone, Cotton Belt, etc.
Apartheid, Aborigines, Ayers Rock, Down
Other English- Under, James Cook, English-speaking
speaking countries Caribbean Islands (Community Day, Fish Day,
etc.), the Indian sub-continent, Zulus, etc
BBC, broadcasting, Channel 4, CNN, HBO,
TV / radio networks
Media ITV, MTV, prime time, sitcom, talk show, TV
and programmes
series, etc.
classifieds, comic strip, headlines, quality
The press
press, tabloid, etc.
blogs, browser, chat, podcasting, webcam,
The Internet
etc.
ads, commercials, slogans, flyers, coupons,
Advertising
media hype, etc.
biotechnologies, Darwin, Bell, Edison,
Scientific and
Technologies and Faraday, Fleming, firewall, hacking, laptop,
technological sector
research Newton, PIN, renewables, software, Silicon
and it's history
Valley, wind farms, etc.
Boxing Day, Christmas, Easter, Guy Fawkes’
Religious and public Night, Halloween, Independence Day, Labour
Traditions
celebrations Day, St. Patrick’s Day, Poppy Day,
Thanksgiving, etc
Art sector and Art forms, artists
history and writers
Architecture N. Foster, Frank Lloyd Wright, etc.
Design T. Conran, etc.
A. Ailey, M. Cunningham, J. Robbins, T.
Dance
Tharp, etc.
Literature and M. Atwood, Booker Prize, Broadway, the
theatre Brontë sisters, J.F. Cooper, detective stories,
123
J. Dos Passos, C. Dickens, F.S. Fitzgerald, A.

Huxley, H. Kureishi, V.S. Naipaul, G. Orwell,
poetry, Pulitzer Prize, Sci-Fi, W. Shakespeare,
M. Shelley, J. Steinbeck, J. Swift, the West
End, O. Wilde, etc.
F. Bacon, G. Catlin, J. Constable, E. Hopper,
W. Hogarth, R. Lichtenstein, pop-art, F.
Painting
Remington, N. Rockwell, M. Rothko, J.M.W.
Turner, A. Warhol, etc.
L. Armstrong, B. Britten, P. Cline, country
music, classical music, hip hop culture, G.F.
Music
Handel, B. Holliday, jazz, musicals, the opera,
C. Porter, reggae, etc.
Academy awards, W. Allen, Bollywood,
blockbuster, cartoon, casting, C. Chaplin,
cloak and dagger films, F.F. Coppola,
Cinema entertainment industry, directors and
producers, J. Ford, S. Kubrick, K. Loach,
rating, M. Scorsese, S. Spielberg, western,
etc.
D. Arbus, W. Eugene Smith, W. Evans, D.
Photography
Lang, H. Newton, A. Stieglitz, etc.
Guggenheim Museum, Lincoln Center, MoMA,
Institutions National Gallery, Sydney Opera House, Tate
Modern, etc.
all-star game, baseball, betting, bingo,
Hobbies, sports and cheerleaders, coach, craft, cricket, darts,
leisure activities in Davis Cup, fair play, football, foul, grand slam,
Sports and Hobbies
the English- greyhound races, horse racing, leisure centre,
speaking world NBA, quarterback, rounders, rugby, slam
dunk, soccer, team, track and field, etc
124
Index
Alphabetical Index
21st century skills...............................................................................14p., 44p., 93, 100
ADHD........................................................................................................................ 54p.
Anderson................................................................................................................ 24, 97
Apprentice Training Center...........................................................4, 6, 16, 22, 30, 34, 41
Association of Language Testers of Europe.................................................................31
Auditory Processing Disorder.........................................................................55, 56, 100
autistic.......................................................................................................................... 55
Beckett........................................................................................................12p., 97, 100
Belgrad.............................................................................................................. 17pp., 97
Betteridge............................................................................................................. 79, 101
Bloom...............................................................................................................24, 35, 97
Bloom’s Taxonomy............................................................................................24, 35,97
Boss................................................................................................................... 8, 14, 99
Bourguignon.......................................................................................................3, 45, 97
Brown...............................................................................................................13, 22, 83
Buck Institute of Education.............................................................................................5
Buckby................................................................................................................. 79, 101
Burke...................................................................................................................... 17, 97
Capdevielle-Mougnibas......................................................................................4, 41, 99
Cates........................................................................................................................... 13
CEFRL................................6p., 19, 34p., 37, 44p., 48, 50, 60, 70p., 77, 84pp., 91p., 94
Centre de Formation des Apprentis.............................................................................30
Centre for Canadian Language Benchmarks.......................................................17, 100
CFA...............................22, 26pp., 41pp., 46, 51pp., 57, 59, 72, 78, 84, 87, 89p., 92, 95
Chini....................................................................................................................... 45, 97
CLPA........................................................................................................................... 19
CNESCO.............................................................................................4p., 33, 50, 52, 97
constructivist.............................................................................................8, 10p., 33, 35
Council of Europe.............................................................................................19, 35, 97
course design.................................................1, 8, 20, 23p., 26, 34, 47, 91, 94, 98, 101
COURSE DESIGN.................................................................................................23, 26
Debyser............................................................................................................ 13, 29, 98
Dewey............................................................................................................................ 8
discourse.......................................................................................................13, 21p., 22
Dubin................................................................................................................... 23p., 98
Dudley-Evans.........................................................................................................20, 98
Duru-Bellat...................................................................................................................41
dyslexia....................................................................................................31, 54p., 100p.
Eduscol.......................................................................................................................... 6
English for Specific Purposes.........................................1, 7p., 14, 20, 22, 26, 90, 98pp.
ENGLISH FOR SPECIFIC PURPOSES.......................................................................20
ESP.....................................................................................................1, 8, 20pp., 26, 31
European Language Portfolio (ELP)............................................................................19
Eyring........................................................................................................................... 12
Fogarty................................................................................................................... 17, 97
French Ministry of Education.................................4, 6p., 26, 29, 32, 34, 47, 90p., 93, 98
French school system..................................................................................3, 33, 43, 49
Garcia..........................................................................................................3, 43, 45, 98
Gardner............................................................................................................... 57p., 98
genre................................................................................................................. 20pp., 22
Graddol........................................................................................................................ 21
125
Graves...................................................................................................................... 23p.
Haines.......................................................................................................................... 12
Hatch................................................................................................................... 57p., 98
Helm and Katz............................................................................................................. 10
Jacobs......................................................................................................................... 13
Jakar............................................................................................................................ 13
Jarraud................................................................................................................... 46, 99
Jeffrey.................................................................................................................... 50, 99
Johns..................................................................................................................... 21, 99
Jonassen................................................................................................................ 33, 99
Kilpatrick........................................................................................................................ 8
Knoll...................................................................................................................... 8p., 99
Krathwohl............................................................................................................... 24, 97
Larmer............................................................................................8, 10p., 14pp., 36, 99
Lasky...................................................................................................................... 54, 99
learning objectives..........................................................................10, 17p., 30, 35p., 49
LEARNING OBJECTIVES......................................................................................35, 47
Leonardis....................................................................................................................... 4
Lindstromberg...................................................................................................79pp., 99
Lingua Franca..............................................................................................................21
literacy...................................................................................14p., 31, 34, 42, 45, 54, 97
Luft......................................................................................................................... 33, 99
Marra...................................................................................................................... 33, 99
Mayer.................................................................................................................... 8p., 99
Mergendoller......................................................................................................8, 14, 99
Merle................................................................................................................46, 50, 99
Meyer..................................................................................................................... 54, 99
Miller..............................................................................................................13, 97, 100
National Health Service..................................................................................54, 56, 100
Olshtain............................................................................................................... 23p., 98
Palmer.................................................................................................................... 33, 99
Paltridge........................................................................................................20, 22, 99p.
Paradowski.......................................................................................................... 27, 100
PBL............................1, 3, 5, 8p., 11pp., 20, 29, 34, 36p., 41, 45p., 59p., 70, 90, 92, 95
PBLA............................................................................................................... 17pp., 100
Pettis............................................................................................................... 16pp., 100
Piaget................................................................................................................... 10, 100
portfolio.......................................................................................................................... 1
portfolio assessment...................................1, 5, 7p., 16, 19, 26, 35, 49p., 50, 59, 60, 95
PORTFOLIO ASSESSMENT.......................................................................................16
Portfolio-Based Language Assessment.................................................................17, 19
portfolios....................................................................17, 17pp., 19p., 29, 35, 58, 84, 95
Prêteur............................................................................................................... 4, 41, 99
Project Based Learning.......1, 5pp., 9, 12pp., 20, 25pp., 29, 33pp., 43pp., 49, 51, 58p.,
87p., 90pp., 95p., 99
PROJECT BASED LEARNING......................................................................................8
Rosen................................................................................................................... 56, 100
self-assessment............................................................................3, 19p., 35, 52, 87, 92
Sensory Processing Disorder.................................................................................55, 56
Smith...................................................................................................................... 9, 100
SNES................................................................................................................... 41, 101
St. John.................................................................................................................. 20, 98
Starfield............................................................................................................... 20, 99p.
Stenhouse...........................................................................................................10, 99p.
Stoller................................................................................................................ 9pp., 100
126
Swain..................................................................................................................... 9, 101
Swales......................................................................................................................... 21
Syndicat National des Enseignements de Second Degré.................................4, 41, 101
Textbook Evaluation.............................................................................................27, 100
TEXTBOOK EVALUATION........................................................................................107
Tomlinson............................................................................................................ 24, 101
Vygotsky.............................................................................................................. 10, 101
Weinstein..................................................................................................................... 13
Wicks................................................................................................................... 13, 101
Woodrow......................................................................................................... 20pp., 101
Wright.............................................................................................................79, 81, 101
Zamora................................................................................................................... 42, 10
127

Project-Based Course Design in ESP For French Vocational Students

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FACULTY OF SOCIAL SCIENCES AND HUMANITIES

Project-based Course Design in ESP for French Vocational Students

Thesis to qualify for:

Project Based Learning, English for Specific Purposes and Portfolio

In section two I have justified my personal interest in the subject, as well as

2 JUSTIFICATION OF ACADEMIC AND PERSONAL INTEREST

In my own language learning, I have found that a mix of structured, explicit

In conjunction with the general negative attitude about language learning in

This project will be of interest to EFL teachers working in a vocational context,

I want to finish this project because it is a topic that motivates me. I am

3 RESEARCH QUESTION AND OBJECTIVES

Next, it is important to analyze the English as a Foreign Language materials

4.1 INTRODUCTION TO THE THEORETICAL BACKGROUND

4.2 PROJECT BASED LEARNING

Project Based Learning first must be differentiated from simple projects, as

One of the earliest examples in modern educational history of Project Based

While projects are product-oriented (Mayer, n.d.) as previously stated, Project

Stenhouse argued that curricula try to articulate “essential principles” of an

Project Based Learning necessarily has some aspects of a product oriented

Piaget, the father of constructivist thought, believed that knowledge is

By collaborating with students on the elaboration of a project, the roles of

In addition to changing the role of the instructor to that of a guide in the

PBL also purports to “integrate skills” and “develop students understanding of

There has been a heavy emphasis on PBL approaches in vocational,

In Wicks (2000, p.8) Imaginative Projects : a Resource Book of Project Work

Another older resource, written for FLE (French as a Foreign Langauge)

 Financial, Economic, Business and Entrepreneurial Literacy

 “Students work in groups to research local restaurants and produce restaurant

 “In small groups, students design a product and develop it to sell it to

 “Students work in groups of 3-4 to prepare a live news broadcast using

 “Students prepare a multimedia presentation in which they show how education

 “Students propose and choose a cultural or content based problem or research

The end-product of a Project in PBL is an essential element of the approach.

Products need to be presented to a wider audience than just that of the

Elaborating a calendar including an initial phase where the project is

4.3 PORTFOLIO ASSESSMENT

In order to best assess students during their vocational course at the

of study, an ongoing assessment of their work would be helpful in showing both

Learning portfolios, also known as developmental portfolios show the

students to apply developing cognitive skills of reflection and meta-cognition and

Portfolios can include any number of artefacts to be used for assessment or to

 videos and performances

a comprehensive, systematic, authentic and collaborative approach to language

The ELP which is based on the Common European Framework of Reference

Portfolios require thorough planning and organization to ensure their success.

Because Project Based Learning is both product and process oriented,

4.4 ENGLISH FOR SPECIFIC PURPOSES

English for Specific Purposes (ESP) is an approach to course design in which

 Designed to meet the needs of the learner.

 Make use of the methodology and activities of the discipline it serves.

 Centered on the language, skills and genres appropriate to these disciplines.

They cite the following as being variable characteristics of ESP:

 May be related to specific disciplines

 May use different methodologies to English for General Purposes (EGP)

 Likely to be designed for adult learners.

 Generally designed for intermediate or advanced learners.

It is also important to differentiate ESP with EGP, or English for General

ESP became more focused on rhetorical functions, according to Swales, in

The discourse of a community can be analyzed to find important information

Today with modern technology it is possible to analyze discourse and genre

The development of an ESP course for vocational students in culinary arts

4.5 COURSE DESIGN

A language course brings together knowledge of language acquisition and