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A database of selected, reviewed, tested, assessed and validated e-learning based language teaching sources addressed to Higher education students for the learning of 18 different European languages.

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Equestrian therapy in Slovakia (Hippotherapy)

Date of Publication

24th Jan, 2013

Target Group

Lecturers
Students

Domain Area

Teacher Education

Learning Scenario

Autonomous learning
Classroom Context

Target Language

Slovakian

Language of Instruction

Slovakian

CEFR level

B2
C1

Type of Material

Video

Linguistic Features

Vocabulary
Prosody

Skills

Listening

Description

This video is available on Slovak Animal TV site. It suits the needs of intermediate and upper-intermediate students who study Slovakian as a foreign language, and native Slovakians in Teacher Education. This video develops students’ listening skills and expands their technical related vocabulary and professional knowledge. It gives practicable information on equestrian therapy. This video assists both the lecturer, who can implement it in the classroom, and students who, rather autonomously, can also explore it. Its contribution to the special field of Slovakian Equestrian Therapy and thus the education of candidates in teacher training is indisputable. This video suits for those who learn Slovakian as a foreign language and have a good language command and for those who are interested in equestrian therapy.

Case study

Students would be instructed to watch the video provided by Slovak animal TV. Watching the video they can collect technical related vocabulary that provides access to the goals of equestrian therapy. After watching the video and writing out the key vocabulary, students would share their knowledge with one-another by using technical phrases and expressions leant from the video. Based on their knowledge on Equestrian Therapy gained from the video students would be asked to construct their own text in this professional field. As a follow-up exercise they could share their experience about this particular topic or any other form of animal assisted therapy they know about.

Guidelines

Lead-in activity/warmer: Eliciting information on equestrian therapy in general considering the advantages and possible disadvantages of this relatively new way of helping and developing handicapped people. Students answer questions such as “What are the main goals of equestrian therapy?” or “What effects does it have on people?”. Eliciting some previously known vocabulary relating to the topic. Students may have some knowledge on the special field of equestrian therapy.
Step 1: Pre-watching activity. Tell the students that they are going to watch a video on the topic they have just been discussing. The video will allow students to recognise and practise technical vocabulary. Students do the preparation task first and are instructed to collect and write the technical vocabulary from the video.
Step 2: Watching the video students get knowledge about the effects of equestrian therapy. They may recognise some international words that helps understanding.
Step 3: Students give feedback on their understanding. At the same time, they answer the questions again presented at the beginning of the lesson, according to what they learnt.
Step 4: Divide the class in groups of 4 (two groups will be members of an equestrian therapy team and two are the laymen who enquire about the therapy) and roleplay a discussion on the most useful information shared in the video. While roleplaying this situation, students have to use vocabulary introduced and practiced during the class.

Review

Category
Rate
Comprehensive approach
Capacity to match the needs of lecturers and students

5

Added value
The provided tangible improvements

5

Motivation enhancement
The capacity to motivate students to improve their language skills

5

Innovation
Effectiveness in introducing innovative, creative and previously unknown approaches to LSP learning

5

Transferability
Measurement of the transferable potential and possibility to be a source of further capitalisation/application for other language projects in different countries

3

Skills assessment and validation
Availability of appropriate tools for lecturers to monitor students’ progress and for students to assess own progress and to reflect on learning

5

Adaptability
Flexibility of the contents and possibilities for the LSP lecturers to adapt the contents to their and to students’ need

5

Usability
Assess the technical usability from the point of view of the lecturer and the student

5

Accessibility
Assess the accessibility from the point of view of the lecturer and the student

5

Comments:
The video is informative for both students and lecturers, since it presents not only useful information but a bulk of technical vocabulary on the topic.
The technical language on the site is on a high professional level therefore to the thorough understanding students need some basic vocabulary.
The video helps constructing a global view on the topic.
The language of the material is Slovakian, which makes it difficult to use it in other languages but the basic terminology can be understood.
Monitoring students’ own progress can be challenging because assessment can be aimed at not only the technical vocabulary but the acquired knowledge about the features of equestrian therapy.
It is possible to adopt the contents to students’ need because the material conveys information on a specific field, which can be integrated in the context of teacher education.
Although the video is intended to a larger audience, it is excellent to be used for special purposes. Its professional vocabulary enriches students’ knowledge in Teacher Education.
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