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Making Meaning: Oral Communications

Added Jan 05, 2015 •

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turn it up bartending in the previous video we've discussed the importance of comprehensible input for language acquisition Apple input help students become better at understanding language and is also the foundation of oral skills your students expect and their parents sin to be able to use the language to communicate to share information and to express their own ideas thoughts and feelings so that others understand them  the national standards for foreign language education wear the Veil is a collaborative project of 9 professional associations go one of the standards is communication and it describes Communication in 3 interpretive presentational and interpersonal in the interpretive mode a listener or reader is making meaning from one another person saying what is written communication in the interpretive mode is always one way in the sense that the listener is not directly interact with a speaker or writer then takes place when we speak or write ideas to another person or group of people without direct interaction with the listeners or readers in these Galatians there are no opportunities for the reader or listener to say could you repeat that or I didn't understand what you meant by that or I would like to add my own thoughts to that in contrast the interpersonal mode involves making meaning through active interaction with another person usually through what is called negotiated interaction that means that there's a given take as you work to make yourself understood to understand what others say to you and to respond appropriately  this negotiated interaction is not isn't any presentational or interpretive modes negotiated interaction is how interpersonal communication difference from interpretive and presentation communication interpretive and presentational communication are important skills to have your students need to understand what they hear read and be able to write and speak to an audience such as the teacher in other students however it is through the interpersonal mode that real life and dated a communication take place  that is why this video will focus on interpersonal communication every year immersion students should improve in their interpersonal communication skills that means you need to know how well your stew it's already speak the language and intentionally plan how you will help them improve  the American Council on the teaching of turn languages or axle has developed guidelines that describe five levels of speaking proficiency novice intermediate advanced Superior and distinguished since the vast majority of your students will be nervous or intermediate speakers we will focus on those two levels of efficiency both of these levels have further sublevels designated as low mid and high you can better plan four ways in which you can help your students Achieve Language growth when you are familiar with the proficiency levels and understand the descriptors for each level 2 you started we will provide a brief overview of the novice and intermediate levels taken directly from the axle proficiency guidelines the novice level is characterized by the ability to communicate minimally with learned material at the novice low-level your student will be able to say isolated words and perhaps a few high frequency phrases they will not be able to communicate effectively  at the novice level your students will still be speaking using isolated words and learn phrases within very predictable areas of need they will rarely say more than 2 or words with frequent long pauses and it may be difficult to understand them if your students are at the novice high-level they'll be able to participate in basic changes such as asking questions or making statements by relying on the words and phrases that they have learned you will notice many errors when they speak and you may have difficulty understanding them  at the intermediate level your students will generally be able to combine and we combine words and phrases that they have learned and they'll be able to ask an answer questions if your students are at the intermediate low-level they'll be able to handle some basic situations such as bring the meal asking directions and making purchases although people may often misunderstand what they are saying at the Intermediate Middle your students should be able to handle a variety of uncomplicated basic communication tasks they will still take long pauses since they are struggling with ending the appropriate words and phrases you should be able to understand what they are saying when your students are at the intermediate high level they should be go to initiate sustain and close conversations on a number of topics but they will still make some mistakes since their vocabulary is still Limited they may hesitate when speaking they will generally be understood even by those who aren't used to speaking with non-native speakers  determining a person proficiency level requires an external validated assessment such as the assessments developed by axle or the stamp these external standard raised assessments are evaluated by certified Raiders standardized assessments are not done frequently you need to have a real sense of your students proficiency on an ongoing basis play Jay Chou who won Sing-Off you can use tools such as observational checklists scoring rubric can do statements you can self-assessments such as linguafolio  shows that to improve oral communication skills students need to have many opportunities for Meaningful interactions however research also shows that in most classrooms teachers do most is the talking as much as 70% of the time or more  that doesn't leave much time for students to speak and speaking is essential do this to increase their speaking skills  your students will have limited chances to speak if they are only interacting with you immersion students need to talk with each other not just with you and when your students are talking to each other you need to make sure that they are using the emerging line not English by the midpoint of first grade if not before you'll need to insist that students use only the target language whenever they're in the classroom as you do with all classroom behaviors you must set and consistently reinforced clear expectations that only the target line which will be spoken listening to students as they interact with you and with each other will allow you to continually evaluate their proficiency well as their understanding of the content need a dancer summer if they work to find the right words for the proper way of putting language together you will be better able to determine where they need a dish go help in solar tower well that didn't speak with your classmates has another benefit gilgit interpreting and understanding students who are learning a new language you can anticipate what your students are trying to say and you're able to fill in the blanks when students speak with each other they're not as forgiving and they will ask each other for clarification as you can see speaking to peers not make a student's for practice to build fluency it also gives some feedback about how understandable they are when students realize that they haven't been understood by their peers they are more likely to think about not only what they want to say but also how they should say it if there's another advantage to having students speak the more students realize that they can make meaningful there no language the more motivated they maybe try to use the language whenever they have something to say not just went over to answer a question or speak to a partner as all teachers know motivation is a significant factor in all types of student learning how to say content in a new language is complex difficult immersion students are expected to learn academically rigorous Concepts while using a new language often it takes home for your students to think about what they want to say and how to say it you need to be patient wait time is to let your students do the difficult work of processing and communicating their ideas while it may be faster and easier to provide the words your students it's important to let them do the work if you've ever seen a building under construction action you'll have noticed that there are scaffold outside the building that allow workers to reach the higher floors like these physical scaffold classroom let's provide students of the support they need to express themselves in more complex or mature ways for immersion students the supports you provide hold your students to produce more language and to communicate more successfully  some simple and effective language production scaffolds come mine visuals with language can use the physical environment of your classroom to introduce reinforce and extend which incontinence for your students werewolf can provide key vocabulary for particular lesson such as American history science and can be a valuable resource for students throughout the activity  in non-emergent classrooms word walls are usually words alphabetically in immersion classrooms where dwells are more helpful when arranged thematically with labeled pictures this combines the plates with visuals that is language plus visuals that is Como Sona manual pesola 4matic student you might ask students to classify objects on the wall thanks similarities and differences you can also create a number of activities in which you actively use the word wall to help scaffold language this teacher is modeling how to use the word wall as a resource for a pair activity in which students describe the characteristics of polygons Tres Amigos picture charts or another type of language + visual scaffold picture charts provide students with prompts for naming parts of next for understanding the relationships among objects and for understanding prophecies phone cirha Jagger soccer and her friend  picture charts go beyond word walls since they are die trans illustrating the connections between parts and holes or among the different functions of objects for example you could show diagram of the human body labeled with the organs related to the digestive system books can often be again scaffold because they have both visuals and language students can find the language that they need in books to support their oral answer graphic organizers are often used to organize ideas for writing but they can also be used to prepare your students to speak organizers can take a number of forms depending on the nature of the language and content that you want your students to learn how do you cut some more down time what size a little like a home soda 100 Beach you home Bozeman, Montana be on the show coming soon I'm sure Shelby Horsham you can use graphic organizers to compare and contrast or to classify objects and ideas to connect cause and effect in using all of these visual plus language supports the important thing to remember is that producing language about memorizing vocabulary it's about using extended language such as phrases and sentences to communicate about the relationships and processes embedded in the content but not all language production scaffolds involve the use of visuals what example is sentence sentence frames help novice Learners speak in more than single words by showing them how to use the words they know in a short sentence what's first grade teacher is using sentence frames sisters can talk about parts of the plants using full sentences  by using sentence for with more and more complex subject matter you will expand your students proficiency by helping them Express their thinking in more and more mature way Ultra Balls in Ora's Lexie says what you do and don'ts Surah Buena contestar Sandoval Sierra vista's options si-yo cerca esta el Salmo para contestar what does a sod Ultras palabras e practical us, no matter what subject you are teaching you should always challenge your students to use increasingly sophisticated change language to express their ideas next-gen PlayStation Susa is that all out of the killer El Norte Northwest the Denver Victor another effective language my phone is writing to help your students organize their thoughts before speaking ice cream swing for my Subway super Telugu Brooker example you can ask you to work alone or with a partner to brainstorm all the way they might need to answer a question or to talk about a topic  Beatles eBay caddy Circle Mall tell us she cancel cancel cancel can you smoke can using glitch words because they don't know or can't remember word important to the ideas they want to talk about when your students help provided in a way that purchase them to drop on the language that they already know when students gets stuck there are some strategies you can use to support them you can prompt students to use body language to supply a missing word or expression Soleil Grand vac prompt your students to use the resources in the classroom to find the language that they need dribble panda song o'clock remind the students of what they've already learned can help them Express themselves NASA in Apple ID support your students language production through careful oral prompts then enable students to recall a word that they may have forgotten another helpful scaffold places circumlocution circumlocution is using the language they know to talk around the words they don't know Milla Jovovich Full House shirt couple volume up how does  the purpose of using all these scaffolds is for students to become more and more independent Communications is this language scaffolds structure your lesson to gradually release your students to work on their own this is called the gradual release model or I do we do you do jec on Mulkey Z Decker Zales sweet an automotive vocabulary in the I do phase Provide support by first modeling a task for students after students of observe the task model which of course will include the language students will need engage students in doing the task along with you which is the we do face kissy dilemma Chevette CDC laugh Castroville a classic eBay Becca at 12 neck up to the class C download do phase may include the entire class working with you the teacher an immersion classrooms you'll want to repeat the we do portion of instruction a number of times to make sure your students have had sufficient opportunities to practice the language and content before letting them work independently in the you do phase you'll gradually release the students to work in groups cares and eventually individually using the language that you have modeled Jurassic purpose of using scaffolds as well as the gradual release model is to enable students to learn content as is improve their language proficiency  ultimately students should be able to use language skills in an authentic context beyond the classroom  ideally students will use language with the use of Technology such as Skype field trips to cultural centers and even student exchanges  however these are Trinity's are limited in comparison to those that can be part of your everyday classroom activities it's important to create the context for in your classroom through whole group pair share and small group work  when you are delivering instruction to the Hulk us actively and continuously involve students in questions or discussion so when you ask questions have your student Stella partner the answer to your question before you call on anyone this simple technique increases the opportunity for all students to speak even in a whole group setting Android app to watch play Hulu beginning immersion students may only be able to answer unlimited language as your youngest Learners are just beginning to acquire words of reasonable expectation is that they respond using on Gangnam you can have them respond to simple yes-no or or questions and ask him in America is not there African students become more proficient expect longer and more complex which from them for example in math stupid should be able to explain how they got them answers beyond the novice level very important that you pose questions that can't be answered by a single word or phrase  I want Serge Ibaka technical Las Filipinas a SSL mother rapping  since your students now have more advanced language skills ask more probing and follow-up questions boy boy game a girl generation platonic power, mayor Jack remember as students engage in whole class discussion for gold to have students speak in more mature ways using sentences and even paragraphs when students respond it's not always necessary for you to comment on every response you can simply encourage and prompt other students contributions to the discussion Your Role is to encourage controlled but free-flowing conversation among your students remember the less you talk the more your students do unless you're please have opportunities to use the language they won't be able to say much even after several years in immersion that means discussions among students and just with the teacher have to be carefully structured using the scaffolding techniques we've talked about  Horus the best way to make are there many opportunities for students to use their new language and meaningful and purposeful ways is to plan for lots of peer and group work what is the working with peers dramatically increases the amount of practice your students have speaking the language when you are speaking one on turn with your students only one student gets the benefit of speaking during peer and group work all of the students are benefiting when you're students to do group work it's critical that you carefully plan and organize the activity to build in the scaffolding techniques and to set clear expectations for the Isis and the outcome  group work is most effective when it is carefully structured so that students know what to do how they'll be accountable for their learning and how they are expected to be contributing members to the group's work that means that each student in the group needs to know what role he or she is within the group had to understand what the group is expected to achieve be sure that students know that all students are expected to speak and contribute to the final outcome or product for example you might assign roles such as facilitator recorder or reporter hear the group reporter tells what a group learn  Lil Mama at horse yeah, hopefully we'll be able to focus on the that you want them to learn and have opportunities to use their language skills to probe deeper into their discussions in meaningful ways it's important every student be engaged in the learning process so that everyone in that group can explain a concept or key idea in the lesson that means all business must be learning and participating not just a handful that are the most skilled Learners one strategy is to explain that when the group activities complete you will randomly pick a student out of the group to report this provides an incentive for all students in the group to understand and be go to explain what the group has learned what state is divided into small groups it's very easy for them to go back to speaking their primary language one technique to discourage that is to provide incentives or rewards for staying in the target language these incentives don't have to be tangible lights can be recognition your students especially the younger ones will do an awful lot just for the recognition of teacher praise turn on Bluetooth what is your working in a whole group small group or pair share setting you'll need to provide your students with as many opportunities as possible to let them practice speaking target language give students opportunities to express their ideas in real and meaningful Waves by using a language production scaffolds that we about and integrating them into the gradual release model or I do we do you do you will advance your students language proficiency the world

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Making Meaning: Oral Communications

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