1 Interpersonal Communication: Refresh Your Teacher ToolboxJoshua Cabral Brookwood School, Manchester, MA

2

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

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

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

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

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

8 Interpersonal CommunicationIS NOT: IS: One-way communication Two-way exchange Memorized Spontaneous (and unpredictable) Only asking (all) the questions Helping each other Strict turn taking Following-up and reacting; maintaining the conversation Ignoring your partner; waiting to say something Indicating interest: interactive body language; eye contact Overly concerned about accuracy Focusing on the message (fluency) Giving up when you don’t understand If communication fails/falters, asking for clarification

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

10 Functional Chunks of LanguageStudents 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. 

11 Functional Chunks of LanguageHow 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?

12 Functional Chunks of Language

13 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. 

14 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

15 Fluency and Accuracy 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.

16 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

17 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.

18 Target Language Use Teacher use of target language vs. student use of target language.  Consider the following when creating activities: 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?

19 Assessment

20 Modes of Interpersonal CommunicationReferences: 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 Public, prepared Transaction Give or receive provided information Interaction Turn-taking, unprepared

21 Active Communication in the GlobalPerformance Activities Active Communication in the Global Classroom Prepared Free-writing Mapping

22 Los juegos del hambre actores lugares tema actividades

23 Performance Activities: PresentationsSales pitch

24 Transaction Activities-Class

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

26 Transaction Activities-Pair

27

28

29 Transaction ActivitiesGuess What

30 Active Communication in the GlobalClassroom Transaction Activities X X X X X X X X X X X X

31 Interaction ActivitiesCircumlocution 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. 

32 Interaction ActivitiesCircumlocution 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.

33 Active Communication in the GlobalInteraction Activities Active Communication in the Global Classroom Circumlocution En français En 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.

34 Active Communication in the GlobalInteraction Activities Active Communication in the Global Classroom Circumlocution 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.

35 Active Communication in the GlobalInteraction Activities Active Communication in the Global Classroom Circumlocution En español En 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.

36 Interaction ActivitiesCircumlocution ¿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.

37 Interaction ActivitiesTurn-taking, unprepared Sorting categories 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

38

39 Interaction ActivitiesSorting 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

40 Interaction ActivitiesSorting 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

41 Interaction ActivitiesSorting 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

42 Interaction ActivitiesSorting 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?

43 Interaction ActivitiesPut 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. 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.

44 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? 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?

45 The Group Dynamic Interaction ActivitiesFind 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

46 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

47 Speaking Activities Using PicturesOne 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.

48 B A

49 A B

50 B A

51 A B

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

53 Active Communication in the GlobalClassroom Joshua Cabral Brookwood School Manchester, MA