Harry Harris Hakuoh University Doable Debate in the ESL/EFL Classroom TESOL Boston March 25, 2010 WORKSHOP Harry Harris Hakuoh University 3/25/2010

Outline Why debate? Issues Judging Criteria Score Sheet Debate Fallacies Student Reminders Sample Student worksheet Debate Schedule Suggested Reading 3/25/2010

WHY DEBATE? Language usage: improve vocabulary/other skills Critical thinking: evaluate what read and hear Reasoned discourse: speak logically & control emotions Cooperative efforts: improve social skills Research: access/select information Learn vocabulary, etc.; learn to evaluate what read and hear; learn self-control; learn to work with others; learn to access and select info 3/25/2010

Issues Debate structure Knowledge of topic Language fluency 3/25/2010

Judging Criteria Organization Info presented clearly with transitions Definitions “Difficult” words defined Consistency, Relevance Arguments consistent/related to the proposition Body Language Debaters sit up, use gestures, and make eye contact. Voice Debaters speak clearly/audibly. Example, Facts, Statistics, Sources Support provided and/or serious thought done on proposition Effectiveness Opponent ideas are used well in refutation. 3/25/2010

Score Sheet PROPOSITION: PRO 0-5 NOTES CON Org. Def. Cons./Rel. Body Lang. Voice Ex., etc. Effective. TOTAL 3/25/2010

DEBATE FALLACIES OVERGENERALIZATION Ex. Cell phones are useless and should be banned. IGNORING THE ISSUE AD HOMINEM FALSE APPEALS TO AUTHORITY (Momma said…) APPEALS TO IGNORANCE FALSE CAUSES AFTER THIS, THEREFORE, BECAUSE OF THIS EITHER/OR OVERGENERALIZATION: going from a general case to specific 3/25/2010

Student Reminders 1. Team members take turns. 2. Debates are timed. 3. During argument periods, opponents listen & take notes. 4. During question prep period, prepare requests for explanations etc. 5. During question period, go on to next request if opponents are slow to respond. 6. During refutation prep, teams work alone or with other PRO/CON teams. 7. During refutation period, opponents listen & take notes. 8. During final appeal period, review notes in prep for final speech to judge. 9. Final appeal points out own strengths and opponent weaknesses. 10. After debate, judge evaluates and determines winner. 3/25/2010

SAMPLE STUDENT WORKSHEET Name: Taro Kondo Date: March 25, 2010 Proposition: Cats make betters pets than dogs. PRO CON 1. Cats are more independent. 2. Cats are generally quieter. 3. Cats are cleaner and easier to take care of. 1. Dogs can guard homes. 2. Dogs offer closer companionship. 3. Dogs can be taught tricks. Students bring this for accountability. 3/25/2010

DEBATE SCHEDULE 1 PRO CON 1st Affirmative argument 1 minute 2nd Affirmative argument 3rd Affirmative argument 1st Negative argument 2nd Negative argument 3rd Negative argument With students with better English skills, these can be extended. 3/25/2010

DEBATE SCHEDULE 2 PRO CON 5-MINUTE BREAK TO PREPARE QUESTIONS 3-MINUTE QUESTION PERIOD PREPARE REFUTATIONS 3/25/2010

DEBATE SCHEDULE 3 PRO CON Refutation of Con’s 1st argument 1 minute Refutation of Con’s 2nd argument Refutation of Con’s 3rd argument Refutation of Pro’s 1st argument Refutation of Pro’s 2nd argument Refutation of Pro’s 3rd argument 3/25/2010

DEBATE SCHEDULE 4 PRO CON 2-MINUTE BREAK TO PREPARE FINAL SPEECH JUDGE ANNOUNCEMENT OF WINNERS 3/25/2010

Suggested Reading Hansen, J. (2007). Teaching Debate in Japan: A Review of Resources and Materials to Meet the Demands of Teaching Japanese English Learners. http://www.wilmina.ac.jp/ojc/edu/kiyo_2007/kiyo_37_PDF/05.pdf Harris, H. (2006). English Debate in the Japanese Classroom: An Introductory Outline. Hakuoh University Ronshu, 21(1), 47-74. http://ci.nii.ac.jp/vol_issue/nels/AN10016387/ISS0000365365_en.html IDEA: International Debate Education Association. (n.d.). http://www.idebate.org/debatabase/topic_index.php Whitman, G. (2005). Debate. (n.d.). http://www.csun.edu/~dgw61315/dgwdebate.html 3/25/2010

Thank you for your participation 3/25/2010