| Body | This activity was created for Novice learners. It is designed to introduce learners to leave taking sequences and help them consider how paying attention to the sequences might provide critical information for responding in intercultural communicative scenarios.
Learning Outcomes:
Learners will be able to:
- Compare and contrast leave taking sequences in the target language
- Consider communicative preferences (e.g., engaging in brief exchanges) and how paying attention might give insight into those preferences
Modes: Interpretive
Materials: 3 example leave taking sequences in the L2 (click here for examples in English), Conversational Lenses Handout, Pay Attention to Sequence Video
Procedure:
- Individually, learners will examine three leave taking sequences in the L2 using the Lenses for Dialog thinking routine. In this phase of the activity, learners will complete the See step by spending one minute documenting their observations of the example conversations (in the L2, with permissions to draw or to use L1 words as needed). Encourage them to be as objective as possible. For example, they should note that a conversation was short, but take care not to evaluate it as rude. Learners will document their responses on the handout.
- Next, learners will complete the Choose and Share a Lens step by spending two minutes thinking about their lenses and lenses of the people engaged in the example conversations. Here, direct learners to consider which sequence seems most reflective of their own preferences and whether they know anyone who seems to engage in the other sequences. What do those preferences say about them? Do they privilege time/brevity in their leave taking? Solidarity/relationship building? Something else? Learners will document their responses (likely in the L1) on the handout.
- As an entire group, learners will discuss their responses to Step 2 in the L1. To transition into the Probe step, first discuss with learners that it is neither better nor worse to privilege one thing over another when taking leave; these differences are just that-differences! They should be celebrated for their variety. Also, encourage learners to ask one another about their preferences in this phase to get a better understanding. This step could be accomplished by having learners do a three corners activity in which they stand in the corner representing the conversation that most closely aligns with their preferences and then ask individuals from other corners to explain theirs.
- Next, complete the Probe step by asking learners to consider the lenses of the people engaging in each example conversation. Ask them to pretend that the individuals from one conversation are saying goodbye to the individuals from another conversation and to document their responses on the handout. How might the engagement make them feel? Support this phase in the L2 by including a word bank or emoji to reflect each speaker.
- Finally, show learners the Pay Attention to Sequence Video and complete the Reflect step on the handout. Ask learners to consider how paying attention to the sequence of a language function, like saying goodbye, might help them understand communication in the L2. Complete this step in the L1.
Notes:
- This activity is a great introduction to leave taking sequences and would likely be followed with interpersonal practice.
- Depending on curricular needs, this activity could easily be adapted to other language functions like invitations, greetings, apologies, and/or service encounters.
- When specified, the L1 is utilized to facilitate learners’ deep thinking and engagement. More proficient learners would be able to handle these steps in the L2. For example, many Intermediate learners could complete most of Step 3 in the L2, and many Advanced learners could complete most of Step 5 in the L2.
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