Interpersonal Communication: Refresh Your Teacher Toolbox Joshua Cabral Brookwood School, Manchester, MA

Password: NYSAFLT2014

Webinar Objectives  Integrate interpersonal goals, tasks and activities into classroom communication objectives  Define and classify communication tasks and objectives:  Presentational  Interpretive  Interpersonal  Explore ways to build student confidence and scaffold communication

Webinar Plan  Activities and tasks designed to scaffold speaking objectives and goals  3 Modes of Interpersonal Communication  Performance  Transaction  Interaction  Tools for encouraging and scaffolding interpersonal communication and student confidence.  Characteristics of 3 modes of communication

Presentational Communication Formal presentation of information and ideas in spoken and written form One-way speaking and writing. Novice language learners tend to produce written and spoken language that contains learned patterns. Over time students produce more authentic (novel) structures.

Interpretive Communication Familiar or unfamiliar context impacts comprehension. One-way listening and reading that does not require a response or reaction in real time. Content knowledge often affects successful and accurate comprehension. The ability to read often develops before the ability to comprehend rapid spoken language.

Interpersonal Communication Involves interpreting and producing language in real-time and negotiation of meaning. Bi-directional oral or written communication between individuals who are in personal contact. Over time, students rely less on functional chunks and employ their own authentic (novel) language structures. Beginner students often use functional chunks of language that help to initiate and maintain communication.

Interpersonal Communication IS NOT:IS: One-way communicationTwo-way exchange MemorizedSpontaneous (and unpredictable) Only asking (all) the questionsHelping each other Strict turn takingFollowing-up and reacting; maintaining the conversation Ignoring your partner; waiting to say something Indicating interest: interactive body language; eye contact Overly concerned about accuracyFocusing on the message (fluency) Giving up when you don’t understandIf communication fails/falters, asking for clarification

Student Confidence Scaffolding Communication  Functional Chunks  Language Ladders  Fluency and Accuracy  Target Language Use ✓ ✓ ✓ ✓ Over time, students rely less on functional chunks and employ their own authentic (novel) language structures. Beginner students often use functional chunks of language that help to initiate and maintain communication.

Functional Chunks of Language Students don’t get enough opportunities to use the target language. Teachers do most of the talking. Functional Chunks of Language phrases or words that students learn as a chunk without necessarily understanding the structure. Students learn where and when to say them (i.e. the function). Functional Chunks of Language empower students to use the language early and often.

Functional Chunks of Language How do you say…in….? What does …mean in…? How do you spell…? I forget my… Can I borrow a… I need a … Can I go to the bathroom. I’m not feeling well? What page? Can you repeat that please? Can you please say that more slowly? What is the homework? Can we start the homework now? What is the date?

Functional Chunks of Language

Language Ladders Words or phrases that are linked together because of a common function or meaning. Similar way to Functional Chunks, but with variety and choice. Various possibilities and students choose depending on how they feel about a topic or how formal or informal they should be with the language that they are using. Offer students an opportunity to personalize their language.

Language Ladders Language Ladder that students can access to say why they don’t have their homework: I was very busy with other homework I was very tired I did not feel well/I was sick I had to go out with my family I did not understand the directions I forgot my book in school I wrote down the wrong assignment I had a late sports practice My dog ate it

 Fluency:  The natural use of language that occurs when a speaker takes part in meaningful interaction.  Maintains communication despite inaccuracy.  Requires negotiation of meaning and addresses misunderstandings.  Accuracy:  Focuses on correct use of language and structures. Fluency and Accuracy

 Fluency-Focused Activities: Reflect natural use of language Focus on achieving communication Focus on meaningful use of language Employ communication strategies Do not use predictable language Link language use to context  Accuracy-Focused Activities: Focus on correct examples of language Use language out of context Focus on producing small amounts of language Don’t focus on meaningful communication Dictate language structures and vocabulary Fluency and Accuracy

 There is a place for both types of activities in the foreign language classroom.  Traditional teaching methods have focused more attention on accuracy of language at the expense of fluency.  In the communicative language classroom instruction should provide a balanced approach that gives students opportunities to build fluency, while at the same time tending to the accuracy of their language. Fluency and Accuracy

o Teacher use of target language vs. student use of target language. Target Language Use Is the activity at the right level for the students? Are all the students actively involved and is the activity stimulating and of interest to the group and individual students? Is the timing of the activity hindering the execution? Are students using the target language even when they know the teacher is not listening? o Consider the following when creating activities:

Assessment

Modes of Interpersonal Communication Performance Transaction Interaction  Public, prepared  Give or receive provided information  Turn-taking, unprepared References: Brown, Gillian and George Yule Teaching the Spoken Language. Cambridge: Cambridge University Press. Burns, Anne Teaching Speaking. Annual Review of Applied Linguistics 18, Jones, Pauline Planning an Oral Language Program. In Pauline Jones (ed.) Talking to Learn. Melbourne: PETA

Performance Activities Active Communication in the Global Classroom  Prepared  Free-writing  Mapping

Los juegos del hambre actores lugares tema actividades

Performance Activities: Presentations  Sales pitch

Transaction Activities-Class

X X X X X X X X X X X X John Emily Abbie Chris Matt

Transaction Activities-Pair

Guess What Transaction Activities

Active Communication in the Global Classroom Transaction Activities X X X X X X X X XXXX

Circumlocution  Circumlocution is a strategy for describing or defining a concept instead of saying or writing the specific words.  Students should be taught how to so this and the teacher can give them tools to help in the process. Interaction Activities

Suggestions for teaching students the art of circumlocution explicitly:  Use vocabulary that you already know.  Try to think of another way to convey the message.  Describe the concept. Explain who uses it, why it’s used, or where.  Use a synonym.  Explain what and object is not. Circumlocution Interaction Activities

Active Communication in the Global Classroom Circumlocution Interaction Activities En françaisEn anglais Il/elle est (court(e), énorme, grand(e), large).It is (short, enormous, big, long)... C’est quand...It’s when... Il/elle est fait(e) de (brique, bois, métal, papier, plastique)... It’s made of (brick, wood, metal, paper, plastic)... C’est le processus de...It’s the process of... C’est l’action d de...It’s the action of... C’est la chose que/qui...It’s the thing that... C’est ce que...It’s what... C’est un appareil que/qui...It’s a machine that... C’est un endroit où...It’s a place where... C’est un objet que/qui...It’s an object that... C’est un (catégorie: animal, nourriture, fruit, liquide, véhicule, etc.) que/qui... It’s a (catagory: animal, food, fruit, liquid, vehicle, etc.) that... C’est une personne qui...It’s a person who... Ça ressemble à...It looks like/seems like... Ça sert à...It’s used for... Il/elle a la forme (circulaire, ronde, carrée, triangulaire, rectangulaire). It has a (circular, round, square, triangular, rectangular, etc.) shape.

Active Communication in the Global Classroom Circumlocution Interaction Activities Comment?What? Huh? C’est une action, un appareil, un endroit, une personne, etc.? Is it an action, a machine, a place, a person, etc.? Pourriez-vous parler plus clairement, s’il vous plaît? Can you speak more clearly, please? Pourriez-vous parler plus lentement, s’il vous plaît? Can you speak more slowly, please? Pourriez-vous répéter, s’il vous plaît?Can you repeat it please? Qu’est-ce que c’est?What is it? Qu’est-ce qui s’est passé?What happened? ¿Que veut dire le mot/la phrase ---?What does the word/phrase --- mean? Expliquez le mot/la phrase ---, s’il vous plaît.Explain the word/phrase ---, please. Je ne comprends pas le mot ---.I don’t understand the word ---. Je ne comprends pas la première/dernière partie. I don’t understand the first/last part.

Active Communication in the Global Classroom Circumlocution Interaction Activities En españolEn inglés Es (corto, enorme, grande, largo).It is (short, enormous, big, long).. Es cuando...It’s when... Es de (ladrillo, madera, metal, papel, plástico)...It’s made of (brick, wood, metal, paper, plastic)... Es el proceso de...It’s the process of... Es la acción de...It’s the action of... Es la cosa que...It’s the thing that... Es lo que...It’s what... Es un aparato que...It’s a machine that... Es un lugar donde...It’s a place where... Es un objeto que...It’s an object that... Es un/a (CATEGORÍA: animal, comida, fruta, líquido, vehículo, etc.) que... It’s a (CATEGORY: animal, food, fruit, liquid, vehicle, etc.) that... Es una persona que...It’s a person who... Parece a...It looks like/seems like... Se usa para...It’s used for... Tiene una forma (circular, redonda, cuadrada, triangular, rectangular). It has a (circular, round, square, triangular, rectangular, etc.) shape.

Circumlocution Interaction Activities ¿Cómo?What? Huh? ¿Es una acción, un aparato, un lugar, una persona, etc.? Is it an action, a machine, a place, a person, etc.? ¿Puede hablar más claramente, por favor?Can you speak more clearly, please? ¿Puede hablar más despacio, por favor?Can you speak more slowly, please? ¿Puede repetirla, por favor?Can you repeat it please? ¿Qué es?What is it? ¿Qué pasó?What happened? ¿Qué significa la palabra/frase ---?What does the word/phrase --- mean? Explique la palabra/frase ---, por favor.Explain the word/phrase ---, please. No entiendo la palabra ---.I don’t understand the word ---. No entiendo la primera/última parte.I don’t understand the first/last part.

Interaction Activities  Sorting categories  Turn-taking, unprepared Camille Claudel MC Solaar Zinedine Zidane François Hollande Léopold Sédor Senghor Alexandre Dumas Louis Braille Francis Cabrel René Lévesque Simone de Beauvoir George Sand Frédéric Chopin Marie Antoinette Marie Curie Nicholas Sarkozy Miriama Bâ Jacques Prévert Edith Piaf Gustave Flaubert Michel Tremblay Jacques Pépin Catherine Deneuve Coco Chanel Céline Dion

Interaction Activities  Sorting categories Beber Cocinar Mirar Esquiar Manejar Dibujar Pescar Jugar Nadar Llorar Correr Lavar Bailar Cantar Trabajar Caminar Hablar Comer Estudiar Viajar Visitar Leer Escribir Comprar Vender Dormir

Interaction Activities  Sorting categories Boire Cuisiner Regarder Faire du ski Conduire Dessiner Faire de la pêche Jouer Nager Pleurer Courir Laver Danser Chanter Travailler Marcher Parler Manger Étudier Voyager Visiter Lire Écrire Acheter Vendre Dormir

Interaction Activities  Sorting categories Drink Cook Watch Ski Drive Draw Fish Play Swim Cry Run Wash Dance Sing Work Walk Speak Eat Study Travel Visit Read Write Buy Sell Sleep

Interaction Activities  Sorting categories Pair activity with vocabulary words Make note of the phrases that you use to communicate with your partner. What types of phrases or words are needed to maintain communication and avoid a breakdown in meaning and understanding?

Interaction Activities Students eventually rotate back to their original comment and read any comments in response to their comment. They can then write a response or follow up. Engage a group discussion of the prompts and students add commentary based on what they wrote and read. Put a prompt in the center of large sheet of paper (3-4 stations with different prompts). Students independently write short personal comments or reactions. Students rotate to a different prompt and write responses to the comments of other students.

 What or who has put a smile on your face this past week? What happened?  Do you have any family traditions? What is involved? When does it take place?  What scares you? Do you avoid it? How?  What is your favorite movie? Why? What is it about?  What is your favorite book? Why? What is it about?  What language (that you don’t speak and have never studied) would you like to learn and why?  What is your favorite activity to do on the weekends? Where? With whom?

Interaction Activities  Find others with similar opinion  Discuss opinion in group  Be ready to share group consensus Grade/Points for entire group Random person selected to speak Points taken if target language not used during discussion The Group Dynamic

Which painting do you prefer and why? Monet, Étang de Nénuphars II Cézanne, Les Joueurs de Cartes van Gogh : The Starry Night Botero: Baile en Colombia

Speaking Activities Using Pictures  One student orally describes a picture to a second student who takes notes and then answers true/false questions.  One student orally describes a picture to another student who then is given a choice of pictures and must choose the one described.

Webinar Objectives  Integrate interpersonal goals, tasks and activities into classroom communication objectives  Define and classify communication tasks and objectives:  Presentational  Interpretive  Interpersonal  Explore ways to build student confidence and scaffold communication

Joshua Cabral Brookwood School Manchester, MA Active Communication in the Global Classroom