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English for Rural Tourism Entrepreneurs

English for Rural Tourism Entrepreneurs. Erika Jeret Pärnu College of the University of Tartu 10.05.2013, Tallinn. Course content. Short course for entrepreneurs/staff in a rural location in Estonia – delivered within the framework of the COMCOT Project

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English for Rural Tourism Entrepreneurs

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  1. English for Rural Tourism Entrepreneurs Erika Jeret Pärnu College of the University of Tartu 10.05.2013, Tallinn

  2. Coursecontent • Short course for entrepreneurs/staff in a rural location in Estonia – delivered within the framework of the COMCOT Project • English in communication, English for communication with visitors • Language, functions, attitudes

  3. Coursecontent • Learners: rural museum staff, food provider, activity provider, tourist farm staff, tour guides, local government staff, an artist/gallery owner • Length: 24 hours plus homework, once a fortnight • Level: initially planned for A2-B1 • reality A1-A2 • No formal grading or evaluation • Delivered by NNS and NS teacher

  4. Coursecontent • Tasks and activities • Low-tech – no Moodle or similar • Individual, pair and group tasks, role plays • Focus on interaction • Topics: meeting and greeting guests; presenting oneself and one´s institution/company; activities in the countryside; accommodation in the countryside; giving directions; responding to queries in writing/ over the phone

  5. Coursecontent • Underlying ´agenda´ of the course – customer care, attention to guest´s needs, putting oneself in the guest´s shoes • Supported and achieved through (reading) texts and tasks (e.g. role plays) • Lots of content gathered and tasks designed on the basis of market intelligence, e.g. checking lots of homepages of rural tourism providers, speaking to learners, and guesswork (i.e. experience in teaching tourism English and communicating in English in Estonia and other countries).

  6. Lessons and conclusions • Plenty of coursebooks on tourism English on the marketplace – little for rural businesses, activity providers etc • Different language levels in class – prepare more tasks to suit varied needs; one core idea – several language levels

  7. Lessons and conclusions • Pilot course –can be further developed: • into various strands, more specific areas of interest with wider range of interactive examples • into a Moodle course and/or learning objects (audio is required) • video feedback is necessary, especially of meeting & greeting visitor role plays • Challenges: • Exemplars must be of direct relevance for easy implementation into learner’s work routines, useful, immediately operationalised • Ideas worked into immediate use: role plays, conversational pieces • Value – NS and NNS teacher– team work/teaching • Feedback – finding out about them, their companies – feed back into teaching

  8. Questions • Thank you!

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