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Building STARTALK Learners’Interpersonal Communication

Paul SandrockACTFL

Standards for Learning LanguagesFROM:Interpersonal Communication: Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.

TO:Interpersonal Communication: Learners interact and negotiate meaning in spoken, signed, or written conversations to share information, reactions, feelings, and opinions

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Interpersonal Communication

One-way communication Two-way communication

Spontaneous Memorized Helping partner

Following up Indicating interest

Strict turn taking

Focused on accuracy Focused on message

Using various means to get meaning across

Asking for clarification

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How can our feedback provide a guide to improve STARTALK

learners’ performance?

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What’s the message with this feedback?What REALLY counts?

Exceeds Expectations

Meets Expectations

Not There Yet

Asks more than 5 questions

Asks 5 questions

Asks a few questions

Complete sentences

Phrases Words

Energetic Interesting Dull

At least 2 minutes

1 to 1.5 minutes

Less than 1 minute

Interpersonal Communication

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What will provide better guidance for STARTALK learners’ performance?

Categories Exceeds Expectations

Meets Expectations

Not There Yet

Asks questions

Extends language

Interacts

Maintains; on task

Interpersonal Communication

Not Observed

Yes: Frequency

Yes:Quality

Initiates an idea/opinion

Supports an idea/opinion

Reacts to ideas/opinionsrespectfully & appropriately

Asks questions

Responds to other’s questions

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Source: Laura Terrill

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Scored Discussion

Move from: 1 – 2 – 3 Move to:

Asks random questions Follows up with logical

questions

Only answers the

question asked

Contributes additional

information

Responds, but rarely

initiates

Contributes personal

insights to enhance

discussion and draw in

others

Comments are not

relevant

Stays on topic

Source: Adapted from Greta Murray

What?

How well?

Identify desired results – What are the learning targets?

Backward Design

Language Functions

Asking and responding to questions

Novice Intermediate Advancedanswer a

few simple questions

ask some simple

questions; answer a variety of

simplequestions

ask and answer

questions on factual

information (familiar to

me)

use my language to

handle a situation that may

have a complication

resolve an unexpected complica-tion that

arises in a familiar

situation

INTERPERSONAL LISTENING/SPEAKING -NOVICE

Prompt• Hello! My name is

Antonia. What’s your name?

• I am from Colombia. Where are you from?

• I’m in my room. Where are you?

• I take English and math classes. What classes do you take?

Novice-level Response• My name Sam.

• I am in the United States.

• in Spanish class

• Science, Spanish, English, math.

INTERPERSONAL LISTENING/SPEAKING -INTERMEDIATE

Prompt

• Let’s talk about music. Tell me what kind of music you listen to. Why do you listen to this music?

• I listen to music on my iPod. How do you listen to music?

• Listen to this. This is The Zodiacs -my favorite group. Tell me about a group that is popular with young people in America.

• Your school has music programs, doesn’t it? Tell me about one of them. What do the students do who participate in this program?

Intermediate-Level Response• I like all music, um, without classical

music. It is boring. • Ah, I listen to my music on my telephone,

but I have an I-Phone and also I have an I-Pod and, uh, my computer.

• Ah, a group that is very popular with young people in the United States and North America, um, is the Black-Eyed Peas group. All the members in the group are young and the music is, um, very good and all, um, like them.

• Ah, there is a band and an, ah, and, um, piano and guitar classes. Um, many people go to the school in order to see the band.

INTERPERSONAL-LISTENING/SPEAKING –ADVANCED - PROMPT

Prompt1. It’s been great talking to you in Spanish. Tell me, why did

you decide to study Spanish? Why did you make that decision?

2. Do you remember an occasion when you needed to speak Spanish? What happened? Tell me the whole story—I want to know all the details.

3. How do you plan to continue improving your Spanish? How do you plan to use your Spanish in the future?

4. I want to learn English. Can you recommend a television show that will help me learn English? Why do you think this program will help me improve my English?

INTERPERSONAL LISTENING/SPEAKING –ADVANCED - RESPONSE

2. Well, I use my Spanish a great deal in my work because I work in a pharmacy where I have to speak with patients that don’t speak English almost every week. But one very special time was when I was like nine years old, I think. I was in Cancun, Mexico with my family for Christmas. And we were, um, we went by bus and we wanted to visit the city. Then, we went on the bus and my mother didn’t know when we had to leave the bus. Then we were there for like three hours. Then, I, when I was 9 years old, had to talk with the, ah, the uh, the one who drives the bus and he, he finally told me that we forgot to leave the bus two hours ago and he took us to, to the street that we needed and we were very [attempts unsuccessfully to say thankful] because we were the last ones the last ones on the bus and no one else was there and we didn’t know what to do. Well, because I could speak Spanish with the, with the man, umm, he drove to, to the street. Thank you.

To improve performance, we must always look towards the next higher level of proficiency

From Novice to Intermediate

1. Create with language, that is, use memorized language to express personal meaning

2. Ask questions that follow up on what partner says

3. Produce sentences and start to put them together as a series of sentences

4. Show some self-correcting or editing

From Intermediate to Advanced

1. Narrate and tell stories by connecting ideas and sentences

2. Describe by expanding details

3. Organize thoughts by using cohesion and chronology

4. Express a point of view by giving reasons for opinions

5. Use language more spontaneously and more independently

Imagine each locationWhere would you rather visit and why?

Structured Debate

What might cause you to change your mind and why?

Image:

Gilles van Leeuwen

Find Someone Who …

Island Farm Another State

Disney World Mountains Ocean

Desert Another Country Big City

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Interpersonal Task

Find out how much you and your partner have in common. Where do you want to go? What do you want to do?

I want to go to ____ because I want to _____.

Do you want to …..?

Yes, I want to explore the cave.

No, It’s too hot. I want to go to the beach.

explore a cave zipline

play in the waterfall

swim at the beach snorkel Hike in the rainforest19

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Build Interpersonal Tasks from Interpretive Tasks

Share information from Internet sources, together

summarize, preparing to present

Identify evidence for each category of what to do in _____

Website A Website B

Museums

Sports and Recreation

Walking Tours

Art and Architecture

Food and Cuisine

Do you want to….? I want/don’t want…?

• Do you like to (activity) in summer or winter?

• What do you prefer to do?

• What is the weather like when you (activity)?

• Are you good at (activity)? Why or why not?

• How often do you (activity)?

• Where do you (activity)?

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Questions in an EnvelopeOn individual slips of paper – examples of follow-up questions appropriate to the thematic focus:

Focus: Places to Visit in the Region

• What is interesting to see?• When is a good season to visit there?• Are there many things for young people?• In bad weather, what can I do for fun?• Describe any special foods of the region• What do you like the most about the region?• Everyone in our class will enjoy the region, right?• What will our teacher say to visit or do there?

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Come to agreement with your friends about how to balance the “must see’s” (museums, monuments) with the “must do’s” (music, events, adventures) on your visit to ___

What might cause you to change your mind and why?

Image:

Gilles van

Leeuwen

Interpersonal Mode

1. Task needs to provide a real need to communicate• Share/provide/obtain information

• Express reactions and feelings

• Exchange opinions

2.Task needs to be within content where student has some familiarity

3.Task needs to provide student with some degree of control (not just one predictable response)

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Key Shifts for Designing Learning Experiences

• Authentic materials

• Authentic tasks

• Authentic audiences

• Authentic evidence

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Strategies: After readingGraphic Organizers

Clementi Sandrock ACTFL 2013 26

Who What When Where Why

Alice Fell down a rabbit hole

She was chasing the rabbit

In Wonder-land

She was very curious

Because Alice was very curious, she chased a rabbit and fell down a rabbit hole in Wonderland.

http://www.carla.umn.edu/cobaltt/modules/strategies/gorganizers/EDITABLE.HTML

Interpersonal Tasks

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Novice Intermediate Intermediate HighAdvanced

Collaboration: Students develop a survey to investigate the eating habits of the class, interview students, and discuss the results to create a graph

Storytelling: Students collaborate to retell a familiar story and prepare to present it to their classmates

Debate: Circulate in the room to find students who have the most similar ideas to your ideas on a debate topic; the resulting small groups work together to create the main points they will make in a debate

Recipes: Students browse online recipes and work in pairs to change ingredients to healthier alternatives

Agreement: Students exchange text messages to determine who has the busiest week

Consensus: Students examine a blog about a news event in the target language country; identify what new information they discover and collaborate to post a reply

Introductions: Practice the first night at your host family’s home: introduce yourself, show your photos, and ask questions of each other’s family and home

Presentation: Plan and practice giving a tour of your school for the group of visiting students. What differences do you need to highlight?

Making Plans: Organize the plan for a day in a new city, agreeing on what to do first, second and last

Analysis: Is it worth it to be famous? With your partner, identify as many advantages and disadvantages as you can

Discussion: How do you change stereotypes? With your partner, examine any ideas about the target culture that have changed during your study of their language; try to identify what caused a change

Conversation Builder

Features of AAPPL Conversation Builder

• Assignment of practice interpersonal tasks

– Search the pool (level, language, keyword)

– Write and produce original tasks (on topic of your choice)

– Assign to learners for practice (or search on own)

• Students respond (computer, mobile device)

• Play back student responses

• Provide feedback

Designing Your Interpersonal Task

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How will you guide your students’Interpersonal performance?

What is the motivation to engage in conversation?

How is it made spontaneous?

What communication strategies will be needed?

How will you phrase the prompt?

How will you provide feedback to improve the “interpersonal” performance? What are the specific criteria?