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SIMULAB and the simulation concept

Cor Mertens
Simulab Project

Abstract

SIMULAB is a concept that involves WWW-based communication between language students across national borders, around a specific problem or SIMULATION. The concept of simulation used in this pedagogical approach is based on the French "simulations globales", developed in the 70s and 80s. The term simulation is here used for an activity that is based on roleplay and involves the use of fictional identities for a negotiation between different groups that will try to solve a problem together. Paradoxically enough, the use of a fictional frame makes the communication more real.

According to Jones (Simulations in Language Teaching, 1992), "there is no substitute for simulations in language teaching. No other classroom technique provides the same blend of reality and responsibility within a language context. (…) In a simulation there is reality of function, not pretence. The chairman in a simulation really is a chairman, with the full power and responsibilities of chairmanship. This reality is often augmented by the realistic nature of the simulated documents and materials, when letters and memos, treaties and balance sheets are reproduced to look like the genuine article. (…) A simulation is an event. It is not taught. The students become participants and shape the event. They have roles, functions, duties and responsibilities (…) within a structured situation involving problem solving and decision making. The teacher, as Controller, introduces the simulation and is in charge of the mechanics of who is who, and who sits where. But the Controller does not interfere with the decision making and is thus in an excellent position to monitor the language, behaviour and communication skills of the participants."

The SIMULAB concept is based on the type of simulations described by Jones, but has developed a stronger emphasis on international contact and realistic communication through interaction in transnational groups.

SIMULAB on the INTERNET: Projects supported by educational programmes of the European Union

Several years ago, experienced language teachers in Finland began to use the Internet as a means of communication between groups that participated in a simulation. The first pilot groups used primitive e-mail systems. Conferencing systems on the Web were tried later, but it soon became obvious that, in order to optimize the pedagogical results of the simulation activity, it would be necessary to create customized, WWW-based software.

A consortium of partners representing European educational institutions in six different countries was formed, and two applications were sent to the European Commission.

The TELSI software

The SIMULAB laboratory, based on the specially designed TELSI software, is an Internet-based tailor-made environment for role-play activities in language learning. The environment consists of a flexible system of authoring tools, which allows any language teacher to create simulations on the Internet for their pupils. This includes systems that give access to internal e-mail systems within a group; communication with others outside the SIMULAB environment; internal "chat" forums in real-time; automatic creation and editing of documents on-line and automatic linking to chosen Internet sites.

The pedagogical frame

The main aim of the simulation activity is to stimulate the production of authentic, spontaneous oral language in class discussions and of written language in the communication with other groups through the WWW.

All student groups (preferably not more than 3 or 4 in each simulation; the groups can be placed in different countries, but must have the target language in common) are presented with a problem that has to be solved by the whole network. Each group gets a "group identity" that will differ from that of the other groups. Within each group the students will then have to choose and define their own personal identity, which will be identical with the role they play in the simulation. Since both the group's and the individual identities will be placed within the frame of the culture pertaining to the target language, students will be faced with the need to find relevant information about that culture, thus enhancing the language learning. During this phase, most of the activities will be centred around discussions in class. Computer communication will be used only as a source of information.

Once the individual identities have been established, the students will start the communication with the other groups in the network, by introducing themselves in their new personalities. The second phase of the activity can then start: the students in each group will discuss among themselves what will be their first suggestion for a solution of the problem presented to the network. Once they have agreed on a strategy, they will communicate it to the other groups. On the basis of those suggestions, negotiations can begin. Because the student groups have spent some time discussing the problem, they "own", psychologically speaking, the suggestion that their group presents. The need to "fight" for their solution, which will surely arise during the negotiation phase, will create the basis for genuine communication. But discussions of this type could go on forever. There is a need for a good structure and a firm guidance by the teachers involved, if the activity is to be successful.

The TELSI software, created by the SIMULAB project under the TELEMATICS in Education and Training programme, makes it possible for the teacher to structure and control the simulation process. The experience gathered in the validation phases of the mentioned projects shows that it is possible and desirable to use the simulation activity as a frame that can provide links for all the different disciplines contained in the process of language learning: comprehension, production, grammatical correctness, structure of discourse, etc.