Support Material

More Teacher's Support Material is to be found on the VLE Moodle Platform.

There is an online guidebook to using the activities tools on the PELLIC VLE for adapting and expanding PELLIC courses - or similar task-based, blended learning scenarios.

The area on the PELLIC VLE for teachers contains online resources and material for teaching courses in the PE context.

About the project

PELLIC is an acronym for Practice Enterprise in Language Learning and Intercultural Communication. The PELLIC project was funded by the Lifelong Learning Programme of the European Union. The goal of PELLIC was to develop an English study unit integrated in the students’ practice enterprise activities. During the project a piloting was carried out to test the feasibility of the practice enterprise method in language learning.

The pedagogic approach of PELLIC

Practice enterprise learning method is based on applied problem-based learning and learning-by-doing approaches. Student groups are given tasks with initial information and sources for additional information. The students need to apply the information on their own practice enterprise and agree on how to proceed when doing the various tasks. Learning in the practice enterprise context requires the students to take responsibility and initiative in their own learning. The group of students has a tutor, whose role is to act as a consultant for the group and evaluate the students’ performance. The assessment is based on self-assessment, group assessment and process assessment.

The structure of a Practice Enterprise

The practice enterprise is a simulated enterprise run by students. The students establish a simulated company supported by a real enterprise, called the mentor company, operating in the background to support business planning and to provide real-life information for the start up. The simulated company provides a business set-up allowing the students to participate in order to gain business experience in an as authentic learning environment as possible. The company operates in a simulated business environment like a real company though the products are not real and bank transactions are only on paper.

In a practice enterprise the students divide the roles between themselves to form the organization according to their company’s needs. The lifetime of the practice enterprise is divided into five phases: orientation, planning and founding, start-up, business operations closing the books and evaluation. Practice enterprise has been recommended by the European Commission as a teaching method.

Developing Language Skills by using English as Lingua Franca in the PELLIC learning context

Many practice enterprise companies have, however, operated in the domestic market and thus the language studies have been run as independent courses simultaneously with the practice enterprise activities. The PELLIC course is set up to enable the students to develop their communicative abilities in English within real business communication context, using their English as a lingua franca to communicate within an international business environment. PELLIC students do business as a team, in competition and partnership with other teams, giving each other feedback on their achievements and cross-evaluating each other’s results on an international level. In designing the learning materials, the consortium was lead by the three most important principles of constructivist learning theory: autonomy, authenticity and collaboration. The activities and resources are based on complex and authentic material and involve collaborative learning. They are designed to be easily modifiable and extendable by teachers and trainers according to the needs of a particular group.

The normal practice enterprise methodology has been adapted to meet the needs of different courses, so that it can be used not only within business studies but also in English language for business programmes. Rather than making it essential to set up the practice enterprise backed up by a mentor company, the piloting institutions set up entirely simulated companies for their PELLIC courses. The study modules already designed focus on selected aspects of running a company: startup, presenting a company, buying and selling and taking part in a trade fair. Further modules could be designed later and added to the existing modules according to the needs of different users.

Benefits and outcomes of PELLIC

One of the advantages of the practice enterprise learning method is that it provides the students practical entrepreneurship experience and knowledge and thus encourages entrepreneurship. The students have to compile a business plan, a marketing strategy, a financial plan etc. and monitor these throughout the fiscal year of their company. In addition to the business skills the students also practice skills in project management, teamwork and communication. Although the money used in practice enterprises is virtual, the customers, web pages, marketing material and documents (invoices, orders, web pages etc.) and all operations are real. In other words, the students carry out real business transactions with real outcomes but without the risk of losing real money.

The PELLIC course is also designed to foster intercultural awareness, and specifically has the goal of making students aware of and familiar with different ways of using English as a lingua franca, and increasing their self-confidence in making use of their linguistic abilities.

Blended learning could simply be described as a combination of different delivery methods essential to learning and performance. There is a great variety of possibilities that can constitute a blended learning approach. The blended approach referred to in this context focuses on collaborative online learning design facilitated by tutors, not self-contained self-study learning packages. The blended learning approach allowed students to mix with other nationalities from different countries during their work online.

Apart from the initial face-to-face sessions, there is the virtual learning platform (VLE) where student learn asynchronously on Moodle. There are resources on the web to explore individually and discuss in the classroom, video clips to view and respond to – collaborative work on e-documents, spread sheets etc.

Skype is used as means of communication between PELLIC students in different countries. The 3D world of Second Life is offered as an option for a trade fair, but also to visit specific places to meet and talk to people from other countries and cultures in order to practice their target language.

Project No. 504823-LLP-1-2009-1-FI-KA2-KA2M

This project has been funded with support from the European Commission. This product reflects the views only of the author, and the Commission cannot be held responsible for any use which may be made of the information contained therein.

Customized VLE

The PELLIC project aims to provide a virtual learning space where students can practice business communication skills in English within a Practice Enterprise environment.
This will be made available as an easily-accessible open source virtual learning environment ... read more

PELLIC is a project of the European Union

coordinated by Turku University of Applied Sciences (Finland) in cooperation with: Florida Centre de Formació, C.V. (Spain), University of West Bohemia, Pilsen, (Czech Republic), King's College London (GB), University of Tübingen (Germany) and the ICC International Language Network (Germany).

Project No:

This Project has been funded with support from the European Commission. This website reflects the views only of the authors, and the Commission cannot be held responsible for any use which may be made of the information contained therein.