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

Interpersonal Communication:

Refresh Your Teacher Toolbox

Joshua CabralBrookwood School, Manchester, MA

www.activecommunication.wordpress.com

Password: NYSAFLT2014

http://www.activecommunication.wordpress.com/



http://www.wlteacher.wordpress.com/

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 studentsoften use functional chunks of language that help to initiate and maintain communication.

Interpersonal Communication

IS 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

Student Confidence

Scaffolding CommunicationFunctional ChunksLanguage Ladders

Fluency and AccuracyTarget Language Use

✓

✓✓

✓

Over time, students rely

less on functional chunks

and employ their own

authentic (novel)

language structures.

Beginner studentsoften 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.


• 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?

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


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.


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 1983. Teaching the Spoken Language. Cambridge: Cambridge University Press.

Burns, Anne 1998. Teaching Speaking. Annual Review of Applied Linguistics 18, 102-123.

Jones, Pauline 1996. Planning an Oral Language Program. In Pauline Jones (ed.) Talking to Learn. Melbourne: PETA 1996 12-26.

Performance Activities Active Communication

in the GlobalClassroom

Prepared

Free-writingMapping

Performance Activities: Presentations

Sales pitch

Transaction Activities-Class

X

XXX

X X X X X XX X

John

Emily

Abbie

Chris

Matt

Transaction Activities-Pair

Guess What

Transaction Activities

Active Communication

in the GlobalClassroomTransaction Activities

XX

X X X X X X X XX X

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




Circumlocution


En français En anglaisIl/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.



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.



Circumlocution


En español En inglésEs (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


¿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.


Sorting categories

Turn-taking, unprepared

Camille ClaudelMC SolaarZinedine ZidaneFrançois HollandeLéopold Sédor SenghorAlexandre DumasLouis BrailleFrancis CabrelRené LévesqueSimone de BeauvoirGeorge SandFrédéric Chopin

Marie AntoinetteMarie CurieNicholas SarkozyMiriama BâJacques PrévertEdith PiafGustave FlaubertMichel TremblayJacques PépinCatherine DeneuveCoco ChanelCéline Dion


Sorting categoriesBeberCocinarMirarEsquiarManejarDibujarPescarJugarNadarLlorarCorrerLavarBailar

CantarTrabajarCaminarHablarComerEstudiarViajarVisitarLeerEscribirComprarVenderDormir


Sorting categoriesBoireCuisinerRegarderFaire du skiConduireDessinerFaire de la pêcheJouerNagerPleurerCourirLaverDanser

ChanterTravaillerMarcherParlerMangerÉtudierVoyagerVisiterLireÉcrireAcheterVendreDormir


Sorting categoriesDrinkCookWatchSkiDriveDrawFishPlaySwimCryRunWashDance

SingWorkWalkSpeakEatStudyTravelVisitReadWriteBuySellSleep


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?


• 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?


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

[email protected]

www.activecommunication.wordpress.com

www.wlteacher.wordpress.com

Joshua CabralBrookwood SchoolManchester, MA



http://www.wlteacher.wordpress.com/

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

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