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[1] => Array
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(
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[2] => Array
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[link] => https://book.coe.int/en/205-drugs
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[3] => Array
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[link] => https://book.coe.int/en/196-migration
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[4] => Array
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[link] => https://book.coe.int/en/190-gender-equality
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[5] => Array
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[7] => Array
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[id] => 223
[link] => https://book.coe.int/en/223-people-with-disabilities
[name] => People with disabilities
[desc] =>
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[5] => Array
(
[id] => 198
[link] => https://book.coe.int/en/198-internet-media
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[0] => Array
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[link] => https://book.coe.int/en/199-internet
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)
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[1] => Array
(
[id] => 200
[link] => https://book.coe.int/en/200-children-and-the-internet
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)
)
[2] => Array
(
[id] => 201
[link] => https://book.coe.int/en/201-media-freedom
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(
)
)
[3] => Array
(
[id] => 202
[link] => https://book.coe.int/en/202-cybercrime
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(
)
)
)
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[6] => Array
(
[id] => 203
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[link] => https://book.coe.int/en/204-bioethics
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(
)
)
[1] => Array
(
[id] => 206
[link] => https://book.coe.int/en/206-pharmaceutical-and-healthcare-europe
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(
)
)
[2] => Array
(
[id] => 207
[link] => https://book.coe.int/en/207-health-protection
[name] => Health protection
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(
)
)
)
)
[7] => Array
(
[id] => 208
[link] => https://book.coe.int/en/208-culture-heritage-nature
[name] => Culture, Heritage, Nature
[desc] =>
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(
[0] => Array
(
[id] => 210
[link] => https://book.coe.int/en/210-european-cultural-convention
[name] => European Cultural Convention
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(
)
)
[1] => Array
(
[id] => 211
[link] => https://book.coe.int/en/211-intercultural-and-interreligious-dialogue
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(
)
)
[2] => Array
(
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[link] => https://book.coe.int/en/212-biological-diversity-bern-convention
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(
)
)
[3] => Array
(
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[link] => https://book.coe.int/en/214-climate-change
[name] => Climate change
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)
)
)
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[8] => Array
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[link] => https://book.coe.int/en/215-council-of-europe-and-the-eu
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(
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[link] => https://book.coe.int/en/216-council-of-europe-and-european-union-different-roles-shared-values
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[desc] =>
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(
)
)
[1] => Array
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(
)
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[link] => https://book.coe.int/en/219-national-minorities
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[link] => https://book.coe.int/en/226-teaching-history
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1
Catalog
LCaS: Language case studies (2008)
Using LCaS — language case studies — is one way of introducing a task-oriented approach in language teaching and follows holistic principles in teaching. The LCaS project demonstrates how case studies in language teaching can be used as a teaching method for upper secondary and university level language students. LCaS tries to familiarise language teachers and teacher trainers with the case study method and to stimulate them to make their own case studies corresponding to their teaching needs. LCaS offers guidelines to develop and use language case studies, including advice on aspects of evaluation and assessment of the learners' productions.
This publication is aimed at teacher trainers and language teachers who wish to integrate the case method into their teacher training programme — both in initial teacher training and in professional development programmes — or into their teaching. It provides a theoretical insight into the case method, offers examples of language case studies in English, French, German and Italian, and provides extensive material for teacher training programmes: pre-workshop reading material, teacher training modules, narratives describing problems in using and making case studies and in training teachers, presentations and Word files.
Table of contents
Introduction
1. The LCaS project
Scope and limitations of the project
Aims and objectives of the LCaS project
2. Characteristics of LcaS
Wider language teaching issues
Task-oriented language teaching and learning
Problem-based learning
Global simulations, project work, case studies and Webquests
Differences between LCaS and case studies in other disciplines
Types of LCaS
Examples of LCaS
3. Using LCaS
Steps in delivering a case study
The roles of language teachers and students
Case studies and the CEFR
4. Making an LCaS
Steps in making a case study
Characteristics of a good LCaS
5. Teacher training
Introduction to the modules: learning by doing
6. Conclusion: LCaS experiences at the ECML
Evaluation of experiences
Assumptions confirmed (with reservations)
Suggestions and recommendations
Bibliography
Using LCaS — language case studies — is one way of introducing a task-oriented approach in language teaching and follows holistic principles in teaching. The LCaS project demonstrates how case studies in language teaching can be used as a teaching method for upper secondary and university level language students. LCaS tries to familiarise language teachers and teacher trainers with the case study method and to stimulate them to make their own case studies corresponding to their teaching needs. LCaS offers guidelines to develop and use language case studies, including advice on aspects of evaluation and assessment of the learners' productions.
This publication is aimed at teacher trainers and language teachers who wish to integrate the case method into their teacher training programme — both in initial teacher training and in professional development programmes — or into their teaching. It provides a theoretical insight into the case method, offers examples of language case studies in English, French, German and Italian, and provides extensive material for teacher training programmes: pre-workshop reading material, teacher training modules, narratives describing problems in using and making case studies and in training teachers, presentations and Word files.
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