interpersonal communicaon: what’s in your tool box?

InterpersonalCommunica1on:

What’sinYourToolBox?

Friday,January18,2013

Joshua Cabral

Brookwood School, Manchester, MA

Massachusetts Foreign Language Association

www.activecommunication.wordpress.com

Pike,R.W.1989.Crea%veTrainingTechniquesHandbook

Workshop Objectives

Ø  Integrate interpersonal goals, tasks and activities into classroom communication objectives

Ø  Define and classify communication tasks and objectives:

§  Presentational §  Interpretive §  Interpersonal

Workshop Plan

Ø Activities and tasks designed to scaffold speaking objectives and goals

Ø 3 Modes of Interpersonal Communication §  Performance §  Transaction §  Interaction

Ø Tools for encouraging and scaffolding interpersonal communication and student confidence.

Ø 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.

What is the mode of communication?

1. Prepare a poster about your favorite sport. 2. Watch a travel video and jot down places of interest. 3. Talk about what to do on the weekend. 4. Send a letter to an e-pal. 5. Create a graphic organizer for new vocabulary. 6. Create a skit where you buy something in the market. 7. Find out the favorite foods of 4 of your classmates. 8. Read the dialog in the textbook with a partner and modify the information so that it pertains specifically to you. 9. Choose a character from the story the class is reading and respond to the interview questions of a classmates with the persona of the character. 10. Listen to class presentations and write down 2 questions for the presenter.

What is the mode of communication?

Ø Small group discussion Ø Share findings

Interpersonal Communication

ISNOT: IS:

One-waycommunica<on

Two-wayexchange

Memorized Spontaneous(andunpredictable)

Onlyasking(all)theques<ons Helpingeachother

Strictturntaking Following-upandreac<ng;maintainingtheconversa<on

Ignoringyourpartner;wai<ngtosaysomething

Indica<nginterest:interac<vebodylanguage;eyecontact

Overlyconcernedaboutaccuracy Focusingonthemessage(fluency)

Givingupwhenyoudon’tunderstand Ifcommunica<onfails/falters,askingforclarifica<on

Scaffolding communication

Encouraging student

confidence

Functional Chunks of Language

ü  Students don’t get enough opportunities to use the target language. Teachers do most of the talking.

ü  Functional Chunks of Language phrases or words that students learn as a chunk without necessarily understanding the structure.

ü  Students learn where and when to say them (i.e. the function).

ü  Functional Chunks of Language empower students to use the language early and often.


•  Howdoyousay…in….?•  Whatdoes…meanin…?•  Howdoyouspell…?•  Iforgetmy…•  CanIborrowa…•  Ineeda…•  CanIgotothebathroom.•  I’mnotfeelingwell?•  Whatpage?•  Canyourepeatthatplease?•  Canyoupleasesaythatmoreslowly?•  Whatisthehomework?•  Canwestartthehomeworknow?•  Whatisthedate?

Language Ladders

ü  Wordsorphrasesthatarelinkedtogetherbecauseofacommonfunc<onormeaning.

ü  SimilarwaytoFunc1onalChunks,butwithvarietyandchoice.

ü  Variouspossibili<esandstudentschoosedependingonhowtheyfeelaboutatopicorhowformalorinformaltheyshouldbewiththelanguagethattheyareusing.

ü  Offerstudentsanopportunitytopersonalizetheirlanguage.

Language Ladders

LanguageLadderthatstudentscanaccesstosaywhytheydon’thavetheirhomework:

•  Iwasverybusywithotherhomework•  Iwasvery<red•  Ididnotfeelwell/Iwassick•  Ihadtogooutwithmyfamily•  Ididnotunderstandthedirec<ons•  Iforgotmybookinschool•  Iwrotedownthewrongassignment•  Ihadalatesportsprac<ce•  Mydogateit

Ø Fluency: §  The natural use of language that occurs when a speaker

takes part in meaningful interaction. §  Maintains communication despite inaccuracy. §  Require negotiation of meaning and addresses

misunderstandings. Ø Accuracy: §  Focuses on creating correct of language use and structure.

Fluency and Accuracy

² 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

² 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


Ø  There is a place for both types of activities in the foreign language classroom.

Ø  Traditional teaching methods have focused more attention on accuracy of language at the expense of fluency.

Ø  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  Students often revert to their native language when doing group work. Consider the following when creating activities.

ü  Is the activity at the right level for the students? ü Are all the students actively involved and is the activity

stimulating and of interest to the group and individual students?

ü  Is the timing of the activity hindering the execution? ü Are students using the target language even when they

know the teacher is not listening?

Target Language Use

Assessment

Assessment

JohnC. + ✓ + ✓− ✓ + ✓ 18

Modes of Interpersonal Communication

Performance

Transaction

Interaction

Ø Public, prepared

Ø Giveorreceiveprovidedinforma<on

Ø Turn-taking,unprepared

PerformanceActivities Active Communication

in the Global Classroom

Ø Prepared

Ø Free-wri<ngØ Mapping

Losjuegosdel

hambre

actores

lugares

tema

ac<vidades

PerformanceActivities:Presentations

Ø Sales pitch Ø OpenHouse

Twins

TransactionActivities-LargeGroupØ Giveorreceiveprovidedinforma<on

TwinTemplateAc<ve

Communica<onintheGlobalClassroom

Ac<veCommunica<onin

theGlobalClassroom

Ac<veCommunica<onin

theGlobalClassroomJe/Yo

Il/Él

Vous/ Usted

Elles/Ellas

Tu/Tú

Nous/Nosotros

Ac<veCommunica<onin

theGlobalClassroom

ü X

XXX

Xü X X X X XX X

TransactionActivities-Pair

GuessWhat

Active Communication


TransactionActivities


in the Global Classroom TransactionActivities

ü  ü XX

Xü X X X X X X XX X


in the Global Classroom TransactionActivities



TransactionActivitiesSearchandFind

InteractionActivities

Survey

v Find someone who responds affirmatively to each question. v Once who find someone, find out two additional pieces of information from the person, such as:

Ø Where? Ø When? Ø With whom? Ø Why? Ø How well? Ø At what time? Ø Which one?/ What kind?

v Complete this activity with 4 people.


InteractionActivitiesSurvey

Circumlocution

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


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

Circumlocution




CircumlocutionInteractionActivities

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.




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.




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.


¿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.


v Sor<ngcategories


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



Beber Cocinar Mirar Esquiar Manejar Dibujar Pescar Jugar Nadir Llorar Correr Lavar Bailar

Cantar Trabajar Caminar Hablar Comer Estudiar Viajar Visitar Leer Escribir Comprar Vender Dormir



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



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



ü  Pair activity with vocabulary words

ü Make note of the phrases that you use to communicate with your partner.

ü What types of phrases or words are needed to maintain communication and avoid a breakdown in meaning and understanding?

SpeakingActivitiesUsingPictures

Using Visual Material in the Foreign Language Classroom Compiled from the work of Harry Grover Tuttle

7) One student orally describes a picture to a second student who then draws a copy of it. 8) One student orally describes a picture to another student who then is given a choice of pictures and must choose the one described.

Interpersonal Activities?

Ø Small group discussion

Ø An activity you have done in class that could be more interpersonal. How? Modifications?

Ø Share findings

Joshua Cabral Brookwood School

Manchester, MA

[email protected]

InterpersonalCommunica<on:What’sinyourtoolbox?

www.wlteacher.wordpress.com

www.activecommunication.wordpress.com

interpersonal communicaon: what’s in your tool box?

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