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PURPLE FOR STRENGTHS

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GREEN FOR SUGGESTIONS

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Room 2: There is a clear outcome- a newspaper column

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Room 2: Real life experience as students need to meet staff and other students on campus in real life.

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Room 1
As it stands the language describing the task is beyond the A1/A2 level. Needs to be simplified: 'You are at Bilkent University. There are many people at the university...'

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The outcome promotes community.

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Students may be asked to read the column on Bilkent news so that they see a model task and they are exposed to "authentic" texts

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Real life experiences transferred to text.  

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Real life experiences transferred to text.  

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Different groups.

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The task simulates articles and information students are presented with weekly (Bilkent Newsletter) = Real-Life

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There is a end-product that has been a clearly-communicated

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Room 2: Students: agents- they choose the person they will interview and interact with different members of the community. They convey the information they get

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This would be great to have throughout all levels - having Bilkent News for prep.
What if the students interview the same people - and then if all students' products were added into the column, it would be repetitive.
Who would edit the newspaper?

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Are we asking the students to conduct interviews in Turkish and then translate? Or are they being done solo in English?

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The task requires real social interaction.  The primary focus is not on the language but on communication.
The subtasks following actually will help activate the necessary strategies to accomplish the task. e.g. writing interview questions. --- rehearsal

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Students get to collaborate with other students along with others members of the Bilkent community. It furthers promotes community

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Are students working in group or individually? Where and how do students work collaboratively if it is an individual task?

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Learners are provided with an opportunity to choose who to interview and what questions to ask.

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will they struggle when translating interviews conducted with admin staff (those who only speak English) - also do they have enough English knowledge to conduct an interview in English -- will they want to? Should they?
Suggestion could be to model interviews etc.

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Room 2: Students may need help with contacting academic and administrative staff and need information about their offices/work schedules

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Elementary level being limited in language proficiency.  How will the students accomplish the task in English?

If the students need to work in Turkish they will need to translate. (mediation)

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Learners will have learned about daily routines and schedules; formulating questions about habits will draw on these competencies

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Being at a lower level, they will need to draw more from newly developed competencies therefore will need more guidance/scaffolding

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Room 1
How much will English be used?
Support staff will normally speak in Turkish.
They will need to translate for publishing in Bilkent News.
Will need to ask very simple questions, even in Turkish.
How to ensure that all members participate.
How to define 'participation'.
Are students going to publish people's lives on Instagram, etc. These are real people and their lives.
Would need to get consent
Will students make-up the results of the 'interview'? Will they just pretend that they have interviewed someone?

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Having update meetings with the teachers will allow them to better think and act strategically for the future stages.

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Room 2: At elementary level, students will be familiar with present simple to talk about daily routines and greetings/introduction of one self
New competence: speaking to new people

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Students will be working in groups