1. Interpersonal Communication Shrum and Glisan ch. 8

2. Review What is proficiency? Write a definition – 1 minute Share with a partner

3. as GeT CCATT Meeooww! See p. 248-249

4. What can an advanced level speaker do that intermediate level speakers can not do?

5. How long does it take???? Let’s review… Those military types.military types. Different than results in…. secondary (high school/jr. high) post-secondary (college/university) Time on task Variety within levels of instruction Type of instruction (meaning focused?)

6. Standards – Interpersonal Mode Are these interpersonal? Two students work together to read a story, understand it and share opinions about the main character’s reasons for doing what she did. Students work together to fill in the blanks in a grammar activity. Students prepare a brief explanation of a cultural topic to share with the class. What’s counts as interpersonal? Needs to be more than one person Meaningful Includes a reason for communicating? There is unknown info. (i.e.) info. gap Spontaneous Negotiate meaning Can involve gestures.

7. Standards – Interpersonal Mode Are these interpersonal? In pairs, one student is a taxi driver and one student is a passenger. They ask and answer questions about where to go and how much it will cost. Students write out a script ahead of time. Students have a keypal who is a native speaker of Russian. At times they are required to talk about specific topics. Students are each given a paper with a different schedule for the coming week and asked to find a time when they can study together What’s counts as interpersonal? Needs to be more than one person Meaningful Includes a reason for communicating There is unknown info. (i.e.) info. gap Spontaneous Negotiate meaning Can involve gestures.

8. The curious case of Ms. Krause Take a minute to read through the case study. Work in groups of two or three and answer the questions at the bottom of the page..

9. In what situations and/or with what kind of people do you feel most/least comfortable conversing in your second language(s)? One of the tricks is creating an atmosphere where students are Willing to Communicate

10. Willingness to communicate involves many factors. (p. 256) What does all this intergroup stuff mean? Which of these do you think you can affect as a teacher?

11. How does what we learned about motivation relate to willingness to communicate? (p. 34) Look over Figure 1.6 on p. 34 for a minute or two. Two or three most helpful in increasing willingness to communicate and/or motivation? Why? Do you have an experience?

12. One teacher’s attempt… A project for Spanish 106 Two big problems… Many students drop Spanish after a few semesters Many have reached intermediate level but… Feel their skills are useless. What to do????? SPANISH FOR YOU!!!!!!

13. Spanish for you!!! Step 1 Students choose an area or context in which they want to use Spanish in the future

14. Spanish for you!!! I want to work in a museum. I dream of becoming a doctor. I’d love to work with Hispanic youth doing community service. I want to work in the Foreign Service. Step 1 Students choose an area or context in which they want to use Spanish in the future.

15. Spanish for you!!! Hola. Step – 2 interview with a native speaker

16. Third Step Visit a place where Spanish is used in your area of interest. Or… interview someone that uses Spanish in that context. Spanish for you!!!

17. Spanish for You????? Did it work???? More motivated to take Spanish classes??? 1 2 3 4 5 Strongly disagree Strongly Agree 3.4 “I really think the most useful thing about this project was realizing that the time we are putting into learning a language now is really going to pay off in our future careers and lives.” “While the Spanish For You project was a lot of fun, it didn't boost my desire to take more Spanish classes. Only a love of the language itself could really do that.”

18. Am I more likely to use Spanish outside of class than I was before “Spanish for you” 60% = Agree or strongly agree Spanish for You???? 1 2 3 4 Strongly disagree Strongly Agree 2.7

19. Spanish for You??? Do they learn culture? 80% reported a change in how they viewed Spanish speakers and Spanish speaking cultures. “I hadn't ever really thought about Spanish speaking people in their own culture, just about me learning the language. So the project helped me to change my focus...” “I used to think that we should round up and deport all of the illegal immigrants in this country. After completing this project, I have come to realize that illegal aliens are people too, and I want to help them.”

20. Fostering interpersonal communication

21. Task Cooperative learning is related. Helps all kids have a role, because all contribute. What kind of activity is a task? 1. Will the activity engage learners' interest? 2. Is there a primary focus on meaning? 3. Is there a goal or an outcome? 4. Is success judged in terms of outcome? 5. Is completion a priority? 6. Does the activity relate to real world activities? And duh, Interaction-Do they have to talk to complete the objective? Willis and Willis (2007:12-14)

22. Call the airline and reconfirm a reservation you have. Provide personal details such as name, flight number and date. Check other details, such as terminal, time of departure, and time you have to be at the airport and seating preference. Is this a task?

23. Identify the differences

24. Did you find others?

25. Uno: You love Taco Bell. It is the best place to eat that ever existed. Convince your friend that Taco Bell is better. Tell him all the things you love to eat there, me gusta mucho el ….. Then state the ways that it is better, as good as etc. Yo amo !!!!!!!! Uno: You love McDonald’s. It is the best place to eat that ever existed. Convince your friend that McDonald’s is better. Tell him all the things you love to eat there, me gusta mucho el ….. Then state the ways that it is better as good as etc. Yo amo !!!!!

28. Functional Cues

29. Open Interactions Anybody can talk to anyone. Examples... Mingle... Scavenger hunts Find three people who... I need a job. What’s my problem?

30. Open group Everyone is able to interact with everyone else. Example: Problems, you have a problem on your back. Everyone will read your problem and give you advice. When you think you know what your problem is ask your teacher.

31. Make it smooth Consider purpose Include a goal that students can reach Prep. – vocab., instructions New partners = often Circulate Time frame

32. Jigsaw How do jigsaw activities work? Why do they call them jigsaw activities? Everybody has a piece of the info. puzzle.

33. Jigsaw -an ugly example- You all have a mutual friend. Her name is ugly Betty. Betty is really nice and she needs a boyfriend. Each person in your group is going to meet someone that she could go out with. Then, in your groups, you are going to describe this person and say why Betty should go out with him. Then the group is going to decide who is going to go out with Betty.

34. This is your friend Gregory. He is a famous doctor. He likes to play videogames and figure out strange illnesses. How old is he? What is he like physically? Why should he go out with Betty? You really want him to go out with Betty because you’re really sick and he promised to cure you if you find him a girlfriend.

35. This is your friend Mark. He is a highly successful businessman. He is very ummmm, social. He has a lot of friends. How old is he? What is he like physically? Why should he go out with Betty? You want Betty to go out with him because he really needs a sincere person in his life and he’s going to pay you a lot of money if you find him a girlfriend that makes him happy.

36. This is your friend Samuel. He’s a farmer. He likes to eat well and travel a lot. He wants to get married because he has a friend with a ring. How old is he? What is he like physically? Why should he go out with Betty? You want him to go out with Betty because he will let you use his ring if you find him a girlfriend.

37. Let’s try With a partner... Take 5 minutes and create an activity that will use open interactions. You have been teaching about families. 1 st year high school 2 nd semester college 3 rd semester college