BREAKING THE ICE WITH BUSINESS ENGLISH

Authors

  • Dana Di Pardo Leon-Henri University of Paris IV - La Sorbonne

Abstract

Abstract. The pedagogical intervention presented in this paper is a practical peer-to-peer teaching method which was used to welcome and initiate students at the higher education level into a second year Business English (BE) course. The intervention is meant to be implemented during the first three or four hours of language lessons with a new class of students specializing in the creation and management of small and medium-sized business. This task-based activity is aimed at intermediate level language students in a two-year program, but the underlying principles can be adapted to all levels and all types of learners. The methodology is founded on the Content and Language Integrated Learning (CLIL) and task-based approach to language teaching.

Author Biography

  • Dana Di Pardo Leon-Henri, University of Paris IV - La Sorbonne

    Dana Di Pardo Léon-Henri is an associate professor of English for specific purposes (ESP) at the University of Lorraine in France. She holds a PhD in Applied Foreign Languages (with specialization in International Commerce and Europe) on European language policy and diagnostic language evaluation from the University of Paris – La Sorbonne Paris IV (Paris, France), an MA from the University of Lorraine (France) and a BA in French and Italian Language and Literature from Brock University (Ontario, Canada). 

    Dr. Di Pardo Léon-Henri has published articles on her research areas in several journals and books.

References

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Marsh, D. Content and Integrated Learning (CLIL): A Development Trajectory. (Servicio de Publicaciones de la Universidad de Córdoba: Córdoba, 2012).

Available at

file:///E:/nouveaux%20t%C3%A9l%C3%A9chargement/2013000000658%20(3).pdf.

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Published

2014-12-09

Issue

Vol. 2 No. 3 (2014): Vol 2, No 3, Special Issue (2014)

Section

Articles