Transcript interper-commu-nysaflt3

Interpersonal Communication:
Refresh Your Teacher Toolbox
Joshua Cabral
Brookwood School, Manchester, MA
www.activecommunication.wordpress.com
Password: NYSAFLT2014
Webinar Objectives
 Define and classify communication
tasks and objectives:
 Presentational
 Interpretive
 Interpersonal
 Explore ways to build student confidence
and scaffold communication
 Integrate interpersonal goals, tasks and
activities into classroom communication
objectives
Webinar Plan
Characteristics of 3 modes of communication
Tools 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
Presentational Communication
Interpretive Communication
Interpersonal Communication
Interpersonal Communication
IS NOT:
One-way communication
Memorized
Only asking (all) the questions
IS:
Two-way exchange
Spontaneous
(and unpredictable)
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 Communication
✓Functional Chunks

✓
 Language Ladders
✓Fluency and Accuracy

✓
 Target Language Use
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
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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:
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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 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.
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.
Target Language Use
o Teacher use of target language vs. student use of target
language.
o 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?
Assessment
Modes of Interpersonal Communication
Performance
Public, prepared
Transaction
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.
Give or receive provided information
Interaction
Turn-taking, unprepared
Performance Activities
Prepared
Free-writing
Mapping
Active
Communication
in the Global
Classroom
actores
lugares
actividades
tema
Los juegos
del
hambre
Performance Activities: Presentations
Sales pitch
Transaction Activities-Class
John
Emily
Abbie
Chris
Matt
X
X X  X X X X X X
X
X
X
Transaction Activities-Pair
Transaction Activities
Guess What
Transaction Activities
Active
Communication
in the Global
Classroom
X
X X X X X X X X  X 
X
X
Interaction Activities
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
Circumlocution
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.
Interaction Activities
Circumlocution
En français
En anglais
Active
Communication
in the Global
Classroom
Il/elle est (court(e), énorme, grand(e), large).
It is (short, enormous, big, long). . .
C’est quand . . .
Il/elle est fait(e) de (brique, bois, métal,
papier, plastique) . . .
It’s when . . .
It’s made of (brick, wood, metal, paper,
plastic) . . .
C’est le processus de . . .
C’est l’action d de . . .
C’est la chose que/qui . . .
C’est ce que . . .
C’est un appareil que/qui . . .
C’est un endroit où . . .
C’est un objet que/qui . . .
C’est un (catégorie: animal, nourriture, fruit,
liquide, véhicule, etc.) que/qui . . .
It’s the process of . . .
It’s the action of . . .
It’s the thing that . . .
It’s what . . .
It’s a machine that . . .
It’s a place where . . .
It’s an object that . . .
It’s a (catagory: animal, food, fruit, liquid,
vehicle, etc.) that . . .
C’est une personne qui . . .
Ça ressemble à . . .
Ça sert à . . .
Il/elle a la forme (circulaire, ronde, carrée,
triangulaire, rectangulaire).
It’s a person who . . .
It looks like/seems like . . .
It’s used for . . .
It has a (circular, round, square, triangular,
rectangular, etc.) shape.
Interaction Activities
Circumlocution
Active
Communication
in the Global
Classroom
Comment?
C’est une action, un appareil, un endroit,
une personne, etc.?
What? Huh?
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?
Qu’est-ce qui s’est passé?
¿Que veut dire le mot/la phrase ---?
What is it?
What happened?
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 ---.
Je ne comprends pas la première/dernière
partie.
I don’t understand the word ---.
I don’t understand the first/last part.
Interaction Activities
Circumlocution
Active
Communication
in the Global
Classroom
En español
Es (corto, enorme, grande, largo) .
Es cuando . . .
Es de (ladrillo, madera, metal, papel, plástico) . . .
En inglés
It is (short, enormous, big, long). .
It’s when . . .
It’s made of (brick, wood, metal, paper,
plastic) . . .
Es el proceso de . . .
Es la acción de . . .
Es la cosa que . . .
Es lo que . . .
Es un aparato que . . .
Es un lugar donde . . .
Es un objeto que . . .
Es un/a (CATEGORÍA: animal, comida, fruta,
líquido, vehículo, etc.) que . . .
It’s the process of . . .
It’s the action of . . .
It’s the thing that . . .
It’s what . . .
It’s a machine that . . .
It’s a place where . . .
It’s an object that . . .
It’s a (CATEGORY: animal, food, fruit, liquid,
vehicle, etc.) that . . .
Es una persona que . . .
Parece a . . .
Se usa para . . .
Tiene una forma (circular, redonda, cuadrada,
triangular, rectangular).
It’s a person who . . .
It looks like/seems like . . .
It’s used for . . .
It has a (circular, round, square, triangular,
rectangular, etc.) shape.
Interaction Activities
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.
Interaction Activities
Turn-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
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
• 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.
• 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.
 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?
Interaction Activities
The Group Dynamic
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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
Which painting do you prefer and why?
Monet, Étang de Nénuphars II
van Gogh : The Starry Night
Cézanne, Les Joueurs de Cartes
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
 Define and classify communication
tasks and objectives:
 Presentational
 Interpretive
 Interpersonal
 Explore ways to build student confidence
and scaffold communication
 Integrate interpersonal goals, tasks and
activities into classroom communication
objectives
Joshua Cabral
Brookwood School
Manchester, MA
Active
Communication
in the Global
Classroom
[email protected]
www.activecommunication.wordpress.com
www.wlteacher.wordpress.com