View Content #20949

Alisha Dawn Samples is the World Languages and Partial Immersion Coordinator for Lexington School District One in Lexington, South Carolina.

In today’s world language classrooms, it is essential that our learners experience authenticity through the use of authentic resources; however the need for authenticity also extends into how authentic the task itself is and how it serves to prepare our learners for true meaningful communication.

The focus of this article is on the importance of authenticity in terms of how authentic the tasks and assessments are themselves within the interpersonal mode.  For example, turning to your partner in 9th grade, whom you have known since preschool, and asking them their age and likes and dislikes is not usually an “authentic task.”  You already know them! How is that high interest and motivating? However, having an exchange with a secret pal or someone you don’t know where you have to figure it out who they are based on their age and likes/dislikes, IS an authentic, engaging task that requires the similar content knowledge.

The interpersonal mode is perhaps the crown jewel of the three modes of communication. Interpersonal exchanges of information embody aspects of both interpretive as well as presentational skills. These exchanges are real, meaningful and impactful on decision-making and relationships.

Preparing our learners to be capable of exchanging information that is purposeful and motivating is authentic. You might consider the following when planning for a task or assessment in the interpersonal mode:

• What are the interests of my learners?
• What is their proficiency level? What are their proficiency targets for this task?
• Where and how do their interests intersect with the “I can” statements (standards or objectives) for my unit of study?
• What motivates my learners to use language?
• Why will they want to share information about this topic?
• Will the learner learn something new about the other person through this exchange?
• Will my learners have options to practice non-verbal communication strategies?
• Will my learners have opportunities to interpret cultural language and expressions, including non-verbal language through this exchange?  
• How will this exchange be engaging to both parties?
• How will they show their engagement and/or interest if they are not able to express it verbally or written?  
• Will the task allow both parties to show what they are capable of if one of them is not able to sustain communication?
• Will the task leave my learners wanting to continue the exchange beyond the task?

These questions help us frame the value of the task, its authenticity, and allow us to consider multiple means of expressing feelings and information.