SIMULATED ENTERPRISES: A CLIL TEACHING METHOD FOR DEVELOPING STUDENTS’ ENTREPRENEURIAL SKILLS AND LANGUAGE COMPETENCE
1 Decembrie 1918 University of Alba Iulia
Carmen Adina Paştiu
1 Decembrie 1918 University of Alba Iulia
Simulated enterprises facilitate the entrepreneurship learning and development through interdisciplinary integration and application of knowledge, which provides conditions for deepening the practical skills acquired by students in their professional training, in particular through the Content and Language Integrated Learning (CLIL) methodology.
The current paper aims to present the concept of Simulated Enterprise as simulated method of developing the entrepreneurial skills and of facilitating the link between the theoretical knowledge and the practical skills needed in the future profession.
The Simulated enterprise is an interactive method of learning aimed at developing entrepreneurship by integration and application of interdisciplinary knowledge that ensures conditions for deepening the practical skills acquired by students in their professional training. The goal of this teaching method is developing the students’ business skills by simulating the processes and activities that occur in a real company, on the one hand, and its relations with other companies and institutions, on the other hand. The simulated enterprise facilitates learning and developing the economic and legal knowledge required in a real firm, creating skills and competencies that can be applied in all economic areas and in all positions within a company, as well.
Besides many other benefits this teaching method aims at familiarizing students, through the 'job rotation' system, with specific requirements for different types of jobs (manager, director, human resources manager, marketing department manager, economist, assistant manager etc.); the main goal of this is to increase the students’ adaptability degree, according to every employee’s skills and expectations. A variety of filing systems are managed by learners as they rotate through the different positions. In the marketing department, for example, the employees have to master a variety of advertising and marketing communication methods and strategies. They also calculate profits, discounts, etc. for promotions and sales. This combination of knowledge and applied competence or skill is an effective way of preparing the student to gain work-based experience. By equipping learners with hard and soft skills their employability is increased, the induction training period is reduced and, as new employees, they can make a valuable contribution to the company. The use of business language in Romanian or any other modern language represents another essential aspect provided by this teaching method.
The overall objective of learning through the method of simulated enterprise is to develop entrepreneurship by several important issues, as it follows: familiarise students with specific activities in a real company; simulation of business processes specific to real business environment; improving the business language; providing knowledge and information on the mechanisms of the market economy; the importance of education in career achieving and the impact of the economy on the future of young people; fostering competition, quality and responsibility; development of competencies, skills and attitudes necessary for a dynamic entrepreneurial spirit. In this respect the following characteristics should be brought into play: creativity, competitiveness, critical thinking, analytical thinking, problem solving, decision making, responsibility, teamwork, initiative, adaptability, perseverance, self-organisation and self-evaluation of individual and team resources, flexibility, etc.
Implementation of the “simulated enterprise” model aims to create an entrepreneurial dynamic spirit, able to develop a new production process, able to improve the market with new products or services or even able to discover a new way of distribution and logistics, as well. The expected results derived from the application of this method are the following ones: an increase in the number of graduates entering the labour market; a reduction in the accommodation period at workplace; a better adaptability when changing jobs; a working knowledge of the company-specific processes and methods; flexibility.
Key words: Simulated enterprise; Adaptability; Creativity; Competitiveness; Flexibility; CLIL Methodology; Syllabus Design.
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How to cite this article: Mureşan, M. & Paştiu, C.A. (2016). Simulated enterprises: a CLIL teaching method for developing students’ entrepreneurial skills and language competence. Journal of Linguistic and Intercultural Education – JoLIE, 9(3), 119-132. DOI:
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 This work was supported by a grant of the Romanian National Authority for Scientific Research and Innovation, CNCS – UEFISCDI, project number PN-II-RU-TE-2014-4-2785.