ADAPTING INTERACTIVE COMPUTER SIMULATIONS FOR CONTENT BASED ESL INSTRUCTION Developments in Business Simulation and Experiential Learning, Volume 25, 1998 ADAPTING INTERACTIVE COMPUTER SIMULATIONS FOR CONTENT BASED ESL INSTRUCTION Kent R. DaVault, Central WA. University ABSTRACT Interactive computer simulations are routinely used in Business classes to provide an Experiential atmosphere in which business majors can apply business textbook concepts in a realistic, computer generated marketplace. Current language acquision theory posits that a second language will be learned quicker and more proficiently when the learner is interested in the target language, the language is learned in a realistic context, and the language is appropriate to that context. This demonstration will focus on two adaptations of an existing business simulation. The simulation provides the realistic context, high interest level for the students, and the adaptations provide the appropriate language. RATIONALE Currently, content based ESL classes are widely used for three reasons. First, language acquisition theory holds that a second language learner who is interested in the content and usefulness of the target language will be more effectively engaged in the language learning process. If we like the topic, we more readily learn that subject matter; language learning is no different. Thus, it generally holds true that a person in a foreign culture is highly motivated to learn the new language, especially when it pertains to food, toilets, safety, etc. (survival language). However, once past survival language learning, much traditional language learning has been dreary memorization of vocabulary and the parsing of verbs. Content based ESL instruction attempts to provide topics that pique the students’ interests. A business major should be more interested to learn the L2 (second language) in a business class than a history class in the L2. Content based ESL instruction seeks to provide classes in the L2 that are interesting to the language learner and thereby enhance the learning process. Indeed, “Business English” texts and classes abound in Intensive English Programs. The second reason content based ESL instruction is effective is that the language learned in the content based classroom is actually useful to the learner who chose the class due to its content. In short, the L2 learner in a Business English class is confident that the language they are learning will be useful to them to communicate with business people. The third reason content based ESL instruction is increasingly used for second language learning is that the context in which the learning takes place can be more realistic, thereby “immersing” the language learner in the target language’s culture and context. Everyone who has learned an L2 can remember role-plays where a dialogue is used for teaching common introductions, making small talk, and parting. In the classroom, pairs of people must “perform” these dialogues together, and the context is realistic because two people actually interact. However, when two students practice together, they know that they aren’t speaking to real “native” speakers and a credibility gap exists because some of the seriousness of actually having to speak to another person in the L2 is lost due to the lack of a realistic context. ESL teachers try to create a classroom as culturally realistic as possible so that the language learners feel immersed in the culture where they will actually speak this L2. In a Business English class, students typically read case histories, discuss business principles and practices, learn business memos, greetings, etc. Teachers schedule field trips, and make mock “board meetings” and “social gatherings” where the students must practice their new language skills. A problem in the Business English classroom occurs when students must “role-play” a CEO in a meeting with regional managers. Students know they aren’t CEO’s and its difficult to create the context whereby a student will take such a role-play seriously. This is the point where a dynamic business simulation can be used to create the realistic context for a content based Business English classroom. 177 Developments in Business Simulation and Experiential Learning, Volume 25, 1998 Why adapt a business simulation for language instruction? Flight simulators have been used to train military personnel for years with the loss of life and planes minimized. Similarly, business simulations can create, for example, the competitive environment necessary to teach and apply marketing principles without risking millions of dollars. There also exists a “business culture.” Business has its own jargon, protocols, principles, theories, heroes, traditions, and sub-cultures. “Business English” is, to some degree, “business culture specific.” A business simulation can therefore be used to teach real English used by business people. Teaching “Business English” in a simulated “business culture” Businesses have learned that the use “American messages” to market American products to non- Americans often doesn’t work. Likewise, the student who takes a Business English class will have to adjust the focus of their cultural “glasses” in order to understand how to market products in America, manage American workers, and conduct business with Americans. A business simulation provides the experiential “business culture” for a classroom. English learners are immersed, via the simulation, in a business environment/culture and forced to use English to ensure their “company’s” success. Experience has born out that English language students have no less passion for the “bottom line” than American students do, and they are willing to learn the English necessary to be successful. Two necessary adaptations One usual exercise for beginning a business simulation is where each team forms a company and chooses a company name, logo, and motto. Non-native English language speakers often choose odd names, logos, and mottoes. Hence, the students must take their “brainstormed” list of names, logos, and mottoes and survey Americans opinions about which of their choices is the best for their newly formed American company. An assessment tool with appropriate vocabulary ( “creativity”, “catchy motto” etc.) and a Likert scale are used to measure their effective use of English. A second “traditional” activity in business simulations is filming a “TV commercial.” The students must act, speak, and produce an effective “TV commercial.” An adapted assessment tool has been developed to measure the students’ effective use of English for marketing their “product” to American consumers. Demonstration This demonstration allows participants to use the adapted assessment tools to evaluate actual ESL students’ commercials and “company names.” 178 Table of Contents Volume 25, 1998 Marketing Goes to the Movies Bringing Experiential Learning to a Principles of Marketing Course Investment Analysis Application Using In-house Spreadsheet Models SugarCoated Statistics: An Exercise for the First Day of Class Improving Undergraduate Student Involvement in Management Science and Business Writing Courses Using the Seven Principles in Action Establishment and Funding for Interuniversity / Multidisciplinary Student experiences The Prospects of Creative Teaching: A Discussion with Patricia Sanders The Simulation and Classroom Assessment Techniques Developments of Management Skill Assessment Games as Instruments of Assessment: A Framework for Evaluation The Role of Artificial Intelligence in Business Curricula Threshold Solo Competitor: A Management Simulation (V1.0) a Windows-Based. Play Alone, Total Enterprise Simulation and Assessment Instrument Toward An Understanding of One's self-concept Total Enterprise Simulations and the Internet: Improving Student Perceptions and Simplifying Administrative Workloads The Expatriate an Assignment Orientation Game An Expatriate's Nightmare: An Experiential Exercise in Coping with Overseas Assignments Analyzing Experiential Exercise: Using the Scientific Method for Problem Solving The Second Component to Experiential Learning: A Look Back at How ABSEL has handled the Conceptual and Operational Definitions of Learning Predictive Models of Learning: Participant Satisfaction of Experiential Exercises in Business Education Accelerating Moral Development through Use of Experiential Ethical Dilemmas Ethical Dilemmas to use with Business Simulations to Teach Ethics The Class Approach in Behavioral Simulation in a Business Policy/Strategic Management course: A Progression toward Greater Realism An Exploration of the Emergence of Process Prototypes in a Management Course Utilizing a Total Enterprise Simulation How Organizations Are Improving Their Performance Utilizing Electronic Commerce: Examples From The Internet The Market Access Planning System (Maps): A Computer-Based Decision Support System For Facilitating Experiential Learning In International Business An Excel Workbook For Student Planning And Interface With A Simulation Game Design Of Multi-Media Based Pedagogy For Leadership Training Panel Discussion On Using The Internet For Courses Valuing And Enhancing Teaching: Sharing Tips Via The Web The Buddy Project: A Semester Long Project Aimed At Developing An Appreciation For Diversity Enhancing The Excitement And Learning Retention In The Classroom: The Power Of Magic The Supervised Management Internship: A Job Or Learning Experience Team Ware™ An Online Moderated Class Discussion Facility And Beyond A Neophyte Distance Educator's Experience Learning Management By Practicing Management: A Report Of Significant Student Service In 1997 Integration Of Academic And Service Learning: Students' Perceptions About Its Effects And Outcomes The Value Of Incorporating A Service Learning Component Into Course Content: A Presentation And Roundtable Discussion Business Games Teach: Thoughts on the Sources of Conflicting Conclusions on their Effectiveness Antecedents Of Learning In The Simulation: A Replication Using Student Journals To Enhance Learning From Simulations Technological Change And Intertemporal Movements In Consumer Preferences In The Design Of Computerized Business Simulations With Market Segmentation Integrating The Marketing Curriculum Using Collaborative Learning Teaching Time Management In A Sales Program: The Application Of A Computer Simulation Game Adapting Interactive Computer Simulations For Content Based Esl Instruction Multimedia And Student Expectations Synthesizing Data For Media Simulations Composing A Team Health Promoting Behaviors-A Decision Making Exercise Does it really Work? An Application of the Group Interaction Framework Administering the MIT Beer Game: Lessons Learned A Paperless Economy? Instructing Students on the Aspects of Successful Electronic Commerce Maximizing Learning Gains in Simulations: Lessons from the Training Literature Observing General Ability in a Total Enterprise Gaming Simulation FReach Teach: A Computer-Based System for Teaching Advertising Media Planning An Integrated Business Instruction System An Experiential Exercise you can Tinker With Experiential Exercises or Computer Simulations? Cash Flow Statements: Are They Important in Business Simulations? Holistic Cognitive Strategy in a Computer-Based Marketing Simulation Game: An Investigation of Attitudes Towards the Decision-Making Process Barnga: A Game on Cultural Clashes The Many Faces of Culture: Understanding Country and Corporate Culture Students' View of the Use of Business Gaming in Hong Kong Assessing General Management Interest What is the Future of Business Gaming? Starting a Small Music Trivia Business Exercise and Other Innovative Icebreakers An Integrated Approach to Behavioral Skill Development Career Focus: A Student and Business Learning Experience The Use of Concept Mapping in Teaching Strategic Management An Experiential Approach to Developing Mission Statements Business Games in Brazil-Learning or Satisfaction A Simulation within a Simulation: Job Layoff's and Emotional Reactions