INTERPERSONAL SPEAKING

1. INTERPERSONAL SPEAKING Rosanne Zeppieri Supervisor of World Languages West Windsor-Plainsboro Regional School District Rosanne.zeppieri@ww-p.org

2. Interpersonal Speaking What is it? How can teachers prepare learners to function in this mode of communication? How can teachers assess this mode in an efficient way?

3. Pre-Test • Think, jot down your responses, confer with a partner to complete your answers. • Name the 5 Cs of the National Standards. • Explain the Modes of Communication. • Name and explain 3 proficiency levels as defined by ACTFL. • At which proficiency level are your students functioning? How do you know?

4. Five Cs of National Standards

5. Modes of Communication • Interpretive (Demonstration of understanding of spoken or written language) • Interpersonal (In the moment, two-way, unscripted communication) • Presentational (One-way, rehearsed/edited spoken or written communication)

6. INTERPRETIVE COMMUNICATION TASKS • Read an authentic recipe in the target language and answer a series of questions about the ingredients, the preparation, and cooking of the item. • Before traveling to the target culture, you want to make sure you are up to date with hip European fashion. Read an article on fashion trends for teenagers. Then summarize in English what your read in as much detail as possible. • ?

7. INTERPERSONAL COMMUNICATION TASKS • Imagine that you are traveling by train in Spain. You need to get from Madrid to Sevilla by early evening. You have lots of luggage with you and would like to avoid transferring trains as much as possible. Ask the person at the counter (played by another student) for the information that will help you decide which train to take. • Research unemployment issues in a target language country at the library or on the Internet. Working in groups of four, exchange ideas and information about the topic and generate your own solutions to the unemployment issue. • ?

8. PRESENTATIONAL COMMUNICATION TASKS • A new student from France just enrolled in your school. The guidance counselor asks you to give the girl/boy a tour of the school. You have to speak in French because she/he does not understand much English. • During a trip to Latin America, you write a post card to your Spanish teacher describing your experiences. • ?

9. SUPERIOR Can support opinion, hypothesize, discuss topics concretely and abstractly, and handle a linguistically unfamiliar situation • ADVANCED • Have an extensive vocabulary • Can handle a situation with a complication • Paragraph-level discourse • Narrate and describe in all major time frames INTERMEDIATE Can create with language Can ask & answer questions Can handle a simple situation or transaction Sentence-level speech NOVICE Minimal communicative ability Words Memorized phrases Major Levels of ACTFL Rating Scale

10. Characteristics of a Novice-Mid speakers • Respond to simple questions on the most common features of daily life • Convey minimal meaning • Isolated words • Lists of words • Memorized phrases • Some personalized recombinations of words or phrases • Satisfy only a very limited number of immediate needs

11. Characteristics of a Novice-High speakers • Respond to simple, direct questions or requests for information; express personal ideas by relying heavily on learned phrases or recombinations of these; provide short and sometimes incomplete sentences in the present tense and may be hesitant and inaccurate • Able to ask a few formulaic questions • May appear surprisingly fluent and accurate when using learned material • Handle simple survival tasks at the Intermediate level, can sometimes respond in sentences, but cannot sustain this level of discourse

12. Characteristics of Intermediate-Mid speakers • Able to handle successfully a number of uncomplicated communicative tasks by creating with the language in straightforward social situations • Conversation is restricted to concrete and predictable exchanges that would be necessary for survival in the target language country

13. Characteristics of a Intermediate-Mid speakers • Topics for conversation may include the following: • Information about self and family • Daily activities and personal preferences • Ordering food • Seeking lodging • Getting transportation • Asking directions • Making simple purchases

14. Characteristics of a Intermediate-High speakers • Narrate and describe across a wide-range of topics at the paragraph level • Compare and contrast • Offer and support opinions • Persuade someone to change point of view • Make and change plans • Offer advice • Handle a situation with a complication

15. Assessment of Interpersonal Speaking • Rubrics based on ACTFL proficiency levels • Digital Voice Recorders, Flip Video, cell phone • Speech samples to provide quality feedback to students • Significant part of students’ grades

16. Interpersonal Speaking Rubric Novice Mid

17. Interpersonal Speaking Rubric Intermediate Low

18. Interpersonal Speaking Rubric Intermediate High/Pre-Advanced

19. “Knowing how, when, and why to say what to whom” Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions. Consortium for Assessing Performance Standards (CAPS) A database of assessment tasks that are products from teachers in four New Jersey school districts Work for this project was funded by a Foreign Language Assistance Program grant that was awarded in September, 2003 http://flenj.org

20. Record student speech samples Olympus http://www.officedepot.com/a/products/645955/Olympus-VN-4100-PC-Digital-Voice/ FLIP Video Camcorder http://www.theflip.com/products_flip_ultra.shtml

21. Record student speech samples LOGITECH + Download a free, cross-platform sound editor at http://audacity.sourceforge.net/ Use the record feature on your cell phone

22. “Knowing how, when, and why to say what to whom” ACTFL stresses that the organizing principle for foreignlanguage study to be communication, which also highlights the why, the whom, and the when. So, while grammar and vocabulary are essential tools for communication, it is the acquisition of the ability to communicate in meaningful and appropriate ways with users of other languages that is the ultimate goal of today’s foreign language classroom.

23. Teaching Speaking • Maximize opportunity for students to speak the language • Use learner-active strategies • Reduce teacher talk • Ask open-ended questions • Give feedback • Be judicious when correcting errors

24. Pre-speaking • Brainstorming • Pre-teach key vocabulary and concepts • Advanced Organizers to build background knowledge

25. Pre-Speaking Strategies • Brainstorming/Semantic Mapping Resurfaces prior learning Introduces new vocabulary/structures Organizes thoughts Builds background knowledge Establishes a context for learning Introduces themes/big ideas Pre-assesses prior learning

26. Semantic Mapping Procedure: A key word is written on the chalkboard, overhead transparency, or chart paper. Students are asked to think of other words that related to the key word. Students write down a list of these words to be shared with the class. Students share their words. After the list of words is completed, the words are grouped by category. Students discuss why certain words go together. Category names are assigned.

27. Semantic Mapping

28. Prelude to Conversation

29. Prelude to Conversation Functions: Identifying, describing, expressing feelings, talking about the past, present, and future, stating opinions, making suggestions Structures (implicated): Agreement, compound sentences, verbs of opinion, past, present, and future forms of verbs, present subjunctive of selective verbs Vocabulary (that students tend to forget or misuse): Types of environmental concerns, causes, effects, possible solutions Pertinent tools for elaboration: Connectors, sequence expressions, adjectives, time markers Follow-up task: You ask the principal to call a special assembly to air the issues. You present the situation, suggest remedies, and ask the student body to help in making the school more environmentally healthy.

30. Prelude to Conversation

31. Reporting Before coming to class, students are asked to read a newspaper or magazine and, in class, they report to their friends what they find as the most interesting news. Students can also talk about whether they have experienced anything worth telling their friends in their daily lives before class.

32. GuidedConversation • Preparing students for interpersonal speaking • Building their vocabulary and communication strategies • Thanks to Laura Terrill

33. Scenarios With A Twist • Divide into groups of five • Each group takes one part of the scenario (A or B) • Meet with your group to discuss the language needed to enact the scenario • Choose one member of the group to sit in the “hot seat.” • Thanks to Dr. Joseph Goebel, TCNJ

34. Socratic Circle Having a quality discussion in a classroom is not always easy to create with students. The Socratic circle method helps students in developing dialogue, building knowledge based on prior experiences and applying them to new situations.    Discuss the following questions using information gleaned from classwork: Do humans change the environment or does the environment change humans? How do the choices we make concerning the environment reflect our culture and lifestyle?

35. Socratic Circle • The Basic Procedure (Copeland, 2005) • Students read a text or re-think a “big idea” from a unit of study as part of their homework or class work. • The next day during class, students are randomly chosen to be either in the inner or outer circle. • The students that form the inner circle engage in a discussion for approximately 10 minutes. Students in the outer circle observe silently and take notes on a graphic organizer. • After the inner circle concludes their discussion, the outer circle gives feedback on the group or on an individual. • Students in the inner circle exchange positions and roles with the outer circle. • The new inner circle holds a ten-minute discussion and then receives feedback from the new outer circle.

36. Additional Pair/Small Group Activities Paired and Small Group Activities • Give everyone a chance to speak and practice the language • Are student-centered rather than teacher-centered • Result in learners using language in a more natural and authentic way than in teacher-led activities Pair Work 1, Watcyn-Jones & Howard-Williams (2002)

37. Information Gap One student will have the information that other partner does not have and the partners will share their information. Information gap activities serve many purposes such as solving a problem or collecting information.  Also, each partner plays an important role because the task cannot be completed if the partners do not provide the information the others need. These activities are effective because everybody has the opportunity to talk extensively in the target language.

38. Find the Difference Students work in pairs and each couple is given two different pictures, for example, picture of boys playing football and another picture of girls playing tennis. Students in pairs discuss the similarities and/or differences in the pictures.

39. Closure Jot down three new ideas that piqued your interest today. Name one aspect of teaching interpersonal speaking that you would like to explore further. Discuss these two items with a partner.