Let’s Get Our Kids Talking! Interpersonal & Presentational Modes Camden County Professional Development Dana M. Pilla Spanish Teacher Haddonfield Public Schools

What is the interpersonal mode of communication? Two way interactive communication Two or more speakers engaging in meaningful conversation Spontaneous speech Spontaneous ing or IM-ing Must interpret message and respond appropriately Negotiate meaning to interpret

What does a “novice-mid” speaker look like? Lists and memorized language Minimum communication Information or common settings Answer simple questions Difficulty forming questions Difficult to understand Limited vocabulary Needs repetition/restating

NOVICE HIGH They are able to manage successfully a number of uncomplicated communicative tasks in straightforward social situations Conversation is restricted to a few of the predictable topics necessary for survival in the target language culture: basic personal information basic objects and a limited number of activities preferences and immediate needs. Novice-High speakers respond to simple, direct questions or requests for information They are able to ask only a very few formulaic questions when asked to do so. ACTFL novice high speakers

Rely heavily on learned phrases and what they hear from their interlocutor. Their short and incomplete utterances may be hesitant or inaccurate. They may sometimes appear surprisingly fluent and accurate because of their ability to memorize phrases These speakers first language may strongly influence their pronunciation and syntax, Novice-High speakers can generally be understood by sympathetic interlocutors used to non-natives. ACTFL novice high speakers

How can students practice at the NOVICE level? TPR / TPRS Description of pictures and persons Q & A between student and teacher Dialogues Songs, rhymes and drama Games and recreational activities Reading Writing

How can students practice at the NOVICE level? labels, graphs and charts questionnaires and guided paragraphs sequencing creating and describing copying

How can we TEACH interpersonal speaking? Model interpersonal mode for class Encourage turn-taking Tolerate silences Show interest in students’ responses Encourage elaboration Ask for clarification Recasting Avoid correcting students in front of peers A warm atmosphere = more student risk taking Use gestures to encourage communication Appropriate topics for age level

How do you create an interpersonal assessment? Write an introduction to task Focus on the common thread Create meaningful situations for the students

How do you conduct the interview? Make students feel comfortable during assessment Tailor the questions to their level Find the “ceiling” and the “floor” for each student Push students to perform at a higher level Create role-plays that encourage language production

Novice-mid: Interpersonal Rubric Exceeds ExpectationsMeets ExpectationsDoes Not Meet Expectations Does the teacher understand me? (Comprehensibility)  The teacher understands me without difficulty.  The teacher understands me with occasional difficulty.  The teacher understands me only with much difficulty. Do I understand the teacher? (Comprehension)  I understand the teacher without difficulty.  I understand the teacher but sometimes I need repetition or restatement.  Most of the time, it looks like the teacher doesn’t understand me. How well do I use the Spanish language? (Vocabulary Use & Language Control)  I am mostly correct when producing simple sentences.  I attempt to create.  I recognize and use vocabulary with ease.  I am mostly correct with memorized language. I am less correct when I try to create language.  I recognize and use most of the vocabulary correctly.  I can only communicate at the word level.  I use a limited number of words / phrases. How well do I keep the conversation going? (Communication Strategies)  I begin to recombine some memorized language to ask for repetition and/or clarification  I use memorized chunks of language to: - Ask for repetition - State that I don’t understand  I cannot keep the conversation going.

What is the presentational mode? Speaking or writing to a person or audience One way communication Examples: writing an Making a Powerpoint presentation and speaking about it Making a commercial for a product Giving a school tour PREPARED speeches or dialogue

Novice-mid Presentational Rubric Exceeds expectationsMeets ExpectationsDoes Not Meet Expectations Can the audience understand me? (Comprehensibility)  The audience understands me without difficulty even though I may have some hesitation when I speak.  The audience generally understands me. I may have some hesitations or unnatural pauses when I speak.  I am not clearly understood. I have frequent hesitations and many unnatural pauses. How well do I use the language? (Language Control & Vocabulary Use)  I am correct with memorized language but as I begin to create (produce simple sentences) with the language, I have difficulty being correct.  My presentation is rich in appropriate vocabulary.  I am mostly correct with memorized language.  I accurately use vocabulary that I have been taught.  I am correct only at the word level.  My vocabulary is limited and/or repetitive. How well do I capture and maintain my audience’s attention? (Impact)  I use gestures, visuals and tone of voice to maintain my audience’s attention.  I use some gestures and visuals to maintain my audience’s attention.  I make no effort to maintain my audience’s attention. How well do I organize the presentation? (Communication Strategies)  My presentation has a beginning, middle, and end.  My main ideas are supported with examples.  My presentation has a beginning, middle, and end.  I present information randomly. How well would I pass for a native speaker? (Cultural Awareness)  I demonstrate some awareness of cultural appropriate-ness. - Appropriate use of formal vs. informal language. - Use of language- specific “fillers.” - Use of gestures.

Pecha Kucha PechaKucha 20x20 is a simple presentation format where you show 20 images, each for 20 seconds. The images forward automatically and you talk along to the images.

How to make a Pecha Kucha Modify the amount of clip art slides Find realistic photos Put groups of like photos per slide or 1 photo per slide Teacher vocab with visual and movement Make the same presentation for guided speaking

What does the “intermediate-low” speaker look like? Strings of sentences Ask and answer simple questions Survival skills Comfortable with familiar topics Takes more risks = Frequent errors Less accurate as task/message becomes more complex

Intermediate-low Interpersonal Rubric Exceeds ExpectationsMeets ExpectationsDoes Not Meet Expectations How well do I communicate? (Text Type) I create with the language by using strings of sentences. I create with language by using simple sentences and some strings of sentences. I use simple sentences, isolated words, and memorized phrases. How well am I understood? (Comprehensibility) I am consistently understood. I am generally understood.I am understood with occasional difficulty. How well do I understand? (Comprehension) My responses are mostly logical and on topic. My responses are generally logical and on topic. My responses are occasionally logical and on topic. What kind of vocabulary do I use? (Language Use and Vocabulary) I use a wide range of vocabulary appropriate to the topic most of the time. I use a range of vocabulary that accomplishes the task. However, occasionally I may use the wrong word or expression. I use basic vocabulary and resort to English when I am unable to communicate my message. How well do I keep the conversation going? (Communication Strategies) I ask and answer questions to maintain the conversation and to clarify. At times, I paraphrase to make myself understood. I maintain a simple conversation by asking some questions, but I don’t ask for clarification. I respond to basic, direct questions, and ask simple questions. How well do I demonstrate cultural understanding? (Cultural Awareness) I generally demonstrate awareness of cultural appropriateness. I occasionally demonstrate awareness of cultural appropriateness I do not demonstrate an awareness of cultural appropriateness.

What does the “pre-advanced” speaker look like? Narrate and describe in major time frames most of the time Topics of general or personal interest Understood without difficulty Can speak in well formed paragraphs Paraphrase Circumlocution

Intermediate-low Interpersonal Rubric Exceeds ExpectationsMeets ExpectationsDoes Not Meet Expectations How well do I communicate? (Text Type) I create with the language by using strings of sentences. I create with language by using simple sentences and some strings of sentences. I use simple sentences, isolated words, and memorized phrases. How well am I understood? (Comprehensibility) I am consistently understood. I am generally understood.I am understood with occasional difficulty. How well do I understand? (Comprehension) My responses are mostly logical and on topic. My responses are generally logical and on topic. My responses are occasionally logical and on topic. What kind of vocabulary do I use? (Language Use and Vocabulary) I use a wide range of vocabulary appropriate to the topic most of the time. I use a range of vocabulary that accomplishes the task. However, occasionally I may use the wrong word or expression. I use basic vocabulary and resort to English when I am unable to communicate my message. How well do I keep the conversation going? (Communication Strategies) I ask and answer questions to maintain the conversation and to clarify. At times, I paraphrase to make myself understood. I maintain a simple conversation by asking some questions, but I don’t ask for clarification. I respond to basic, direct questions, and ask simple questions. How well do I demonstrate cultural understanding? (Cultural Awareness) I generally demonstrate awareness of cultural appropriateness. I occasionally demonstrate awareness of cultural appropriateness I do not demonstrate an awareness of cultural appropriateness.

How can students practice at the INTERMEDIATE level? TPR to teach vocabulary Semantic maps/graphic organizers Spontaneous conversations (ex: debates) Role-plays Teacher/student interaction Directed discussion Speaking games Think-pair-share Describe and explain

How can students practice at the PRE-ADVANCED level? Q & A between teacher and student or student and student Role-Plays that elicit past, present and future Ping-pong = back and forth between students recorded with points for each idea ing spontaneously Spontaneous group discussion on a particular topic Directed discussion Jig-saw activity Asking questions, giving feedback and internalizing specific topics

Intermediate-low Presentational Rubric Exceeds ExpectationsMeets ExpectationsDoes not meet Expectations How well do I communicate? (Text Type and Language Control ) I create with the language by using strings of sentences and am generally accurate. I create with language by using simple sentences and some strings of sentences and am occasionally accurate. I use simple sentences, isolated words, and memorized phrases with accuracy. What kind of vocabulary do I use? (Vocabulary Use) I use a wide range of vocabulary appropriate to the topic most of the time. I use a range of vocabulary that accomplishes the task. However, occasionally I may use the wrong word or expression. I use basic vocabulary and resort to English when I am unable to communicate my message. How well am I understood? (Comprehensibility ) I am generally understood by those unaccustomed to the speaking/writing of language learners. I am generally understood by those accustomed to the speaking/writing of language learners. I am understood with occasional difficulty by those accustomed to the speaking/writing of language learners. How well do I capture and maintain my audience’s attention? (Impact) I make good choices of phrases, images, and content to maintain the attention of the audience. I make some good choices of phrases, images, and content to maintain the attention of the audience. I use mostly gestures or visuals to maintain audience’s attention. I use some phrases, but my vocabulary conveys very basic information. How organized and fluent is my presentation? (Communication Strategies) I organize my presentation in a logical manner. I speak/write with fluency. I organize my presentation in a logical manner. I pause a few times, disrupting the flow. I focus mostly on the completion of the task; I pay little attention to the organization and flow of my presentation. How well do I demonstrate cultural understanding? (Cultural Awareness) I generally demonstrate awareness of cultural appropriateness. I occasionally demonstrate awareness of cultural appropriateness I do not demonstrate an awareness of cultural appropriateness.

How can teachers incorporate cultural awareness? Thematic Units: Choosing topics that force students to compare cultures or reflect on their own The Environment: How are our problems similar to problems in Argentina? How are we interconnected? Heath and Fitness: How is your daily routine different from a student’s daily routine in Puerto Rico? Nutrition: What do you like to eat that’s healthy?

How can teachers incorporate cultural awareness? Teach culture through texts: songs, poetry, literature, advertisements, magazine articles Through perspectives: news programs, political propaganda, interviews Through life experience: guest speakers Through practices: the way people do things

How do students show they have learned culture? Writing an to a political official about a certain topic Debating the issue of illegal immigrants in the United States Comparing US culture to target culture by speaking to classmates Analyzing perspectives from the news during Q & A Preparing foods in class Reflect on song lyrics by relating meaning to their lives Using the information learn to ask or answer questions

How to write the task 1) Find an authentic text with appropriate proficiency level 2) Tailor the text to fit students’ level 3) Pick out the dominant theme from the text 4) Create a scenario with a common thread 5) Task must reflect students’ interests

Novice level Overview by Guy Tulp TOA Title: Mi Nueva Escuela; Mi Nuevo Amigo Theme:People Important to Me Level: Novice-Mid TOA Overview: Your Spanish class has begun a pen pal exchange with a class of students in Spain. You receive a letter from your pen pal, and you are very excited about this experience. You are very excited to tell your class about your new friend, but first, you realize that you hardly know anything about your own good friend here in the USA! During the time your teacher gives you to chat and practice your Spanish, have a conversation in which you and your friend “catch up” on what your days in school are like.

Intermediate-low Overview by Luis Bayona Task Title:Sueños y sonrisas: La revista de los niños Theme:Discovering the World Level:Intermediate Low Description of Task: Your sister’s boyfriend or your brother’s girlfriend is coming for the first time to the U.S from Panama City. They met 3 years ago during a student exchange program in Panama. They have been dating since, but you don’t know anything about that person. Your brother or sister is asking for your approval, but since you don’t know anything about the other person, you can not make a decision. Therefore, you will have a conversation with this person to find out more things about his or her life. I will suggest a list of personal information things such as manners, taste for food, favorite things to do, culture, family relationships, likes and dislikes, and point of view that will help you to create and formulate important questions to complete your task

Pre-advanced Overview by Jose Rodrigo TOA Title : Un Cuentecillo Triste Theme:Relationships Level:Pre-Advanced TOA Overview: You are an exchange student in Colombia. You start browsing through the Sunday edition of the newspaper “El tiempo”, and notice a short story in the literary section that you find particularly interesting. After reading “Un cuentecillo triste”, you and your new Colombian friend meet at a café and start talking about the story you just read. After exchanging your impressions of the story, you discuss how your ideal date would be, and describe your first date (or first day at school or first job or meeting someone new) and the feelings that accompanied that event.

Pre-Advanced Role-Play ROLE PLAY CARD #1 Let’s Go reviewer: You have just arrived at the Plaza Mayor (the big square in the center of Madrid) and you need to get something to eat. The problem is there are not tables left! You decide to take a dare and sit down with a Spanish girl/guy who is also alone. Strike up a conversation. Talk about your visit to the Prado. You might want to bring up your favorite piece of art, the size of the museum, etc. Local Spaniard: You’re pretty impressed that this American speaks Spanish so well! You want to know what he/she is doing in Madrid. You’re studying Art History at the University and are very interested in Spanish art. You’d like to know how the Prado compares to museums in the USA. Are the prices different? Is the museum bigger? Are the collections different?