Recent Activities of the Week

This activity was created to support learners of all proficiency levels analyze artifacts in a culture they know well and  a culture where the target language is spoken. This activity supports the development of learners’ intercultural communicative competence.

Learning Outcome(s):
Learners will be able to:

• Compare and contrast an artifact from a target language culture(s) with a similar artifact from their own culture(s)

Mode(s): Interpretive

Materials: Compare and Contrast Artifacts to Improve ICC video, two artifacts (one from a  target language culture and one from one's own culture), Analysis Handout 

Procedure:

1. Watch the Compare and Contrast Artifacts to Improve ICC video.
2. Provide learners with an artifact from a culture that speaks the target language and a similar artifact from their own culture. Some potential artifacts include the following:
   1. Novice: Pick two print ads (one designed for students' own culture and one designed for a target-language culture) from the same multinational corporation. 
   2. Intermediate: Pick an excerpt from a graphic novel about a common theme from both a target-language culture and students' own culture.
   3. Advanced: Examine the same news story and how it is reported in an article or news report in a target-language culture and in students' own culture.
3. In groups of 2-4, ask learners to fill in the Analysis Handout. On this handout, learners will compare and contrast overt manifestations of culture (e.g., flags) in both texts as well as more subtle manifestations of culture (e.g., perspectives related to family).
4.  In Carousel/Gallery Walk format, learners will respond to each of the following questions (one per piece of paper on the wall (analog) or slide (digital)):
   1. What did you notice that was similar about both texts?
   2. What did you notice that was different of both texts?
   3. What cultural understanding did you gain from this activity?
   4. What understandings are you beginning to develop of the target-language culture we examined today?
5. As a group, debrief the Carousel/Gallery Walk responses. Ask learners to explain their thinking for the group.

Notes:

• There are many varied perspectives within a given culture. Take care during this activity to ensure that learners do not view the cultures examined as if all individuals within the group were homogenous.
• To keep track of what each group documents in Step 4, it is helpful to assign each group a distinct color (marker or font color) with which they should document their responses.
• To encourage as much target language use as possible, allow learners to draw responses to the questions in Step 4 when they are unsure of how to communicate their ideas.
• If you are unsure of all learners' culture(s), you can provide the target language artifact and ask students to find something comparable from their own culture(s) or region.

This activity was created to introduce language learners to the idea of intercultural communicative competence. It involves a four-step approach for evaluating texts in the target language.

Learning Objective(s):
Learners will be able to:

• Interperet explicit and implicit manifestations of culture embedded in texts from the target language. a language function with an intercultural lens. 
• Demonstrate understanding of intercultural nuances in the Interpersonal mode.

Mode(s): Interpretive, Interpersonal

Material(s): What is Intercultural Communicative Competence? video, example text in the target language (English examples: print ad (Novice), commercial (Intermediate), article  (Advanced), text that aligns with a target language function, example observation template

Procedure:

Day 1

1. Show learners the What is Intercultural Communicative Competence? video. 
2. In small groups of 2-4 learners, ask that learners brainstorm explicit and implicit manifestations of culture. They should create a visual representation of their brainstorm to share with the class. 
3. Each group should present their visual aid to the class. Each presentation should be no longer than one minute.
4. At the end of the presentation, provide input as needed. Clarify any misunderstandings and allow learners to ask questions.
5. Next, provide learners with a target language text in their same small groups from Step 2. Ask that they dissect the explicit and implicit manifestations of culture represented by the text. For Novice learners, this text might be largely visual (click here for an example in English). For more advanced learners, this text could involve increasingly complex language (click here for an Intermediate example in English and here for an Advanced example in English).
6. Discuss learners' observations as a class.

Day 2

1. Provide a target interpersonal function to learners. This language function should align with curricular goals and could be either a function that learners have already begun learning or a new function.
2. Explain that learners will be engaging in an Observe, Analyze, Practice, Extend routine.
3. Observe: Ask that learners observe 1-3 texts in the target language. As they observe, they will take notes on the vocabulary and structures that seem to be most important in the language function (see Step 1 of this Interpersonal Observation Form for an example template).
4. Analyze: Next, ask learners to analyze the text(s). Use Step 2 and Step 3 of this Interpersonal Observation Form.
5. Practice: Provide learners with the opportunity to practice the language function at hand. Depending on the function, learners may write (e.g., texting) or speak/sign (e.g., having a conversation in speed-date format or completing a jigsaw). 
6.  Extend: After practice, return to the final question on the example template. Ask learners what questions they still have and work as a class to answer and/or research the answers to those questions.

Notes:

• This activity can be adapted to other modes of communication. Interpersonal was suggested for Day 2, Step 1 in order to provide an example in the mode that most L2 learners report to be the most daunting.

This activity is designed to aid world language educators in the recognition of their stress responses and to support educators in cultivating a plan to mitigate stress.

Learning outcome(s):
Teachers will be able to:

• Identify at least one stress response they exhibit
• Articulate a plan for dealing with stress

Mode(s): Not applicable

Material(s): Recognizing and Responding to Stress video

Procedure:

1. Ask to meet with a trusted colleague for roughly 30 minutes. Before, or during, the meeting watch the Recognizing and Responding to Stress video.
2. Have an open conversation about one stress response you have noticed in one another. The response you discuss might be emotional (e.g., being easily agitated, feeling overwhelmed, and having negative feelings about yourself), physical (e.g., fatigue, GI issues, and pain), cognitive (e.g., worry, pessimism, and a lack of focus), or behavioral (e.g., procrastination, changes in routine, and changes in nutrition). 
3. Take two minutes to write a brief reflection on the stress response your colleague mentioned. Consider whether you notice the same response in yourself and the stressors that most contribute to the identified stress response.
4.  Share your reflections with one another. If you disagree with your colleague’s evaluation or are curious as to why they offered a particular stress response, ask clarifying questions. Collect more information about what motivated the colleague to mention it.
5. Settle on the stress response you want to spend time addressing and unpacking. Feel free to offer a distinct stress response from what your colleague mentioned.
6. Together, make a plan to deal with each of your stress responses. Consider (1) a daily promise to yourself designed to mitigate stress; (2) a way to remind yourself of the promise; and (3) a way to hold one another accountable. 

•    Some daily promises:
  • Setting home/work boundaries (e.g., a point in the day at which you will stop looking at work email)
  • Setting time to disconnect from your phone or other digital devices
  • Scheduling a time to walk, run, or do something else to improve your physical health
  • Scheduling a time for journaling or meditation
  • Creating a plan to incorporate more fruits and vegetables into your diet
•    Some ways to remind yourself of your daily promises:
  • Scheduling reminders on your phone 
  • Scheduling reminders on your digital calendar
  • Writing your plan on sticky notes and putting them near to where you get ready in the morning, where you look while working through the day, and where you get ready for bed
  • Putting an image that reminds you of your plan next to your workspace 
  • Creating a vision board about your plan
•     Some ways to hold one another accountable:
  • Sending a quick text or email when you complete your daily promise
  • Scheduling a weekly coffee to discuss your progress toward your promise
  • Using five minutes of an existing structure in your school day (e.g., shared planning time or lunch) to share how you are progressing toward your daily promise
  • Meeting to do something you enjoy (e.g., explore new restaurants or wander farmer’s markets) to discuss your promise

 Notes:

• Make sure to follow up with one another after completing Step 6. Be honest about what is working and what is not working for you, and adjust your plan and daily promises accordingly.

This activity was created for teachers wishing to engage in professional peer observation with colleagues. Teachers may choose to observe colleagues from the same discipline, or they may wish to work with colleagues from other disciplines.

Learning Outcome(s):
Teachers will be able to:

• Articulate a plan for observing a colleague using the Collaborate, Observe, Connect, Repeat protocol. 
• Observe a colleague
• Debrief observations with the colleague

Materials: Professional Peer Observation video, observation template (optional)

Procedure:

1. Collaborate: Find a colleague with whom you would like to engage in peer observations and watch the Professional Peer Observation video together. Set a time to observe each other for at least 20 minutes. Also, set a purpose for the observation. This purpose could be very general (e.g., input to help you realize and undestand your strengths), something specific related to an activity you are trying out or refining, or focusing on characteristics listed in an observation template. 
2. Observe: At the scheduled time, observe one another’s classes. As a reminder, make sure to spend at least 20 minutes observing. You may always observe longer, but you do not need to stay for an entire class period, unless the purpose you arrived at during Step 1 dictates that need.
3. Connect: Set a time to debrief your observations. This time should be comfortable for both of you. For example, you may choose to use shared planning time. Alternatively, you may choose to have lunch or coffee together while you chat. No matter the venue, make sure to mention the strengths you see in one another’s teaching, one or two questions you have for each other, and one idea you have for growth or expansion.
4. Repeat: At the close of this meeting, make sure to return to Step 1. Decide on a new time to observe one another and articulate your purpose for the next observation.

Notes: 

• Colleages do not have to work in the same school in order to complete observations. Recorded lessons or lessons delivered via webcast are fine to observe.
• When engaging in Step 3, feel free to utilize your peer’s strengths as a jumping off point for your idea for growth or expansion. A proficiency-oriented focus is motivating and is, typically, quite effective.

This activity is designed for world language educators who wish to participate in professional learning communities. It utilizes Catalyst, a free, online, social portfolio for language teachers.

Learning outcome(s):
Teachers will be able to:

• Complete a self assessment using the Catalyst tool
• Identify one goal based on the continual cultivation of strengths
• Give and get feedback on goals

Mode(s): Not applicable

Materials: Identifying Strengths for Growth video, Catalyst account.

Procedure:

1. If you have not already created a Catalyst account, go to https://catalyst.uoregon.edu/ to sign up. Set up your account.
2. Watch the Identifying Strengths for Growth video. Then, if you are a new user, browse the video tutorials (under “About” on the left side of the dashboard). Alternatively, you may use this link: https://catalyst.uoregon.edu/tutorials. 
3. Once you are ready, complete the TELL Self-Assessment on Catalyst (it can be found by clicking “Quick Assess” under “My Progress” on the right side of the dashboard. Alternatively, you may use this link: https://catalyst.uoregon.edu/quick-assess/). It is recommended that you choose to complete this self-assessment only for the domains you find most interesting and/or relevant to your practice. No matter your approach, as you are assessing, think about which of the indicators is a strength of yours that you want to continue refining.
4. Identify at least one strength as a goal within the TELL Framework by clicking the star icon as you self-assess. This selection will trigger a pop-up window that allows you to articulate your goal associated with the strength and your plan for achieving that goal.
5. Next, find a peer to collaborate with. You may either work with someone you already know or search for people with the same goals and strengths by finding “My Community” in the center of the dashboard and clicking “Add Members”.
6. Once you have connected with your peer, set up a 15-minute meeting to discuss the strength you want to refine and the goal you articulated in Step 3. Use a SMART goal framework to guide the meeting. The associated questions are below.
   1. Specific: What is the specific TELL Indicator you want to refine?
   2. Measurable: How will you measure success with that goal?
   3. Achievable: Are you sure your goal is achievable?
   4. Relevant: Why is the goal relevant to your practice?
   5. Time-bound: What is your timeline for achieving the goal?
7. During the time period you defined in Step 6, Question 5, upload evidence of your practice toward your goal on Catalyst. Agree with your partner to provide feedback a set number of times during that timeframe.
8. Meet again and reflect on how well you have grown your strengths!

Notes: 

• Throughout this activity, and particularly in Step 3, it is okay if you realize that you are not implementing all of the TELL Criteria in practice. Remember, TELL describes the multitude of skills and characteristics embodied by model world language teachers. Every teacher brings a different skill set to the table.
• Catalyst is a collaborative project developed by CASLS and Professionals in Education Advancing Research and Language Learning (PEARLL). Additional funds provided by the National Foreign Language Center have contributed to the improvement of Catalyst for STARTALK programs.

This activity was created to guide meetings related to the creation of a collaborative resource repository. These repositories are particularly useful in supporting vertical planning, horizontal planning, and planning among educators that teach less commonly taught languages. 

Learning Outcomes:
Teachers will be able to:

• Create a system for organizing resources
• Share resources within the system

Materials: Resource Repositories Video

Procedure:

Before Meeting

1. Form a professional learning community. This community can be departmental, by language learning level, and/or interdisciplinary.

First One-Hour Meeting

1. As a team, watch the Resource Repositories video. 
2. Begin by deciding what resources you want to share. Brainstorm together in a shared space (e.g., on a whiteboard or in a digital space like a Google Jamboard). List as many as possible and then circle those resources that everyone agrees upon. In world language departments, these resources might include syllabi, lesson plans, assessments, or unit plans. In interdisciplinary teams, these resources might include cross-curricular projects, program-wide initiatives, and any critical programmatic documentation.
3. As a team, decide how to organize the resources. Most teams will likely emplpy a two-tiered system (e.g., organized by unit first, and then by associated type of documentation). 
4. Select a digital platform to use to create the repository. This job can either be given to one person on the team or shared among multiple people working together. Some great organizational resources to check out include Google suite, Asana, and Trello.
5. Create the structure of the repository as a group. Use your organizing principles (First One-hour Meeting, Step 3) to develop file folders or planning boards.  

Second One-Hour Meeting

1. Begin uploading materials to the platform. While this step is likely to take around an hour the first time the team engages with it, future meetings devoted to uploading should be much shorter (15-30 minutes should be expected if the team revisits this step regularly).

Ongoing

1. Set aside one large (at least one hour) planning meeting a year to review what exists in the repository and to identify team goals for improving and or updating documents.
2. Maintain regular meetings for uploading the materials to the repository.

Notes:

• Some professional learning communities may wish to focus on one resource at a time. For example, instead of brainstorming all possible resources (First One-Hour Meeting, Step 2), the members of the team may instead decide to collect only the most critical resources at that juncture. 
• Try to incorporate repository planning and uploading efforts into regularly scheduled meetings. Department and other team meetings are a perfect venue to engage in this work while avoiding significant extra work for educators.

This activity was created to guide interdisciplinary planning meetings. It was designed to provide additional support for world language teachers lacking robust professional networks (e.g., a local world language department), but is appropriate for all world language teachers.

Learning Outcomes:
Teachers will be able to:

• Set a goal for an interdisciplinary team meeting
• Create a plan for instruction involving educators from other disciplines

Materials: Tips for Interdisciplinary Collaboration video

1.  Watch the Tips for Interdisciplinary Collaboration video. Identify three colleagues from other disciplines with whom you would like to collaborate towards augmenting the real-worldeness and applicability of your instruction.
2. Invite your colleagues to meet for 30 minutes. Identify a goal for the meeting (e.g., writing unit questions together, crafting interdisciplinary projects, or improving the real-world relevance of assessments) and share the Tips for Interdisciplinary Collaboration video so that everyone has some awareness of the protocol you will be using.
3. Begin the meeting by sharing your content with one another. Be sure to explain the overarching relevance of the content in terms of the ultimate success of your curriculum. Here, consider the relevance of the language content in terms of function, overall communicative competence, and/or central concepts related to communication. For example, if you are teaching a unit with adjectives, consider how the use of adjectives are used functionally (e.g., the creation of compelling descriptions in advertisements).
4. After everyone has shared, make sure to summarize the importance and relevance of the content they shared in your own words to verify understanding.  Provide clarification as needed.
5. Finally, begin work related to the goal selected in Step 2. Work together to discuss how your descriptions in Step 3 relate to one another as you refine and repurpose the project, unit questions, or assessments you are considering.

This activity was created for language learners of all proficiency levels. It invites learners to consider idiomatic expressions and to select one or two to include in their writing in an effort to improve their output.

Learning Outcomes:
Learners will be able to:

• Demonstrate understanding of what an idiomatic expression is
• Incorporate at least one idiomatic expression in their writing

Mode(s): Presentational

Materials: Using Idiomatic Expressions to Improve Writing video, a list of five to ten idiomatic expressions in the target language

Procedure:

1. As a group, watch the Using Idiomatic Expressions to Improve Writing video. 
2. Ask learners to brainstorm idiomatic expressions they already know. For Novice learners, allow them to offer examples in the L1. More advanced learners will likely be able to offer L1 and L2 examples. Document the brainstorming session on a shared digital space (e.g., Google Doc) or a shared analog space (e.g., butcher paper). 
3. Next, provide learners with five to ten idiomatic expressions in the target language (these can come from the brainstorming session or can be newly introduced). Allow learners to predict the meaning of each expression before providing the meaning yourself.
4. Form small groups of learners (three or four group members is ideal). In face-to-face contexts, ask learners to write each idiomatic phrase on a small slip of paper (one phrase per slip). In digital contexts, ask that learners use the chat function within video conferencing to make sure that they all have the list. 
5. Next, one learner in each group will select an idiomatic expression (by drawing a slip in face-to-face contexts or picking from the list in online contexts). The learner will have one minute to draw an image of the idiomatic expression. The other group members must try to guess it.
6. Rotate learners acting as drawers and repeat Step 5 until all idiomatic expressions have been reviewed. Next, ask learners to identify one idiomatic expression they would like to use in their writing. Remind them about the video from Step 1 and that the use of idiomatic expressions is one strategy for making their writing more expert-like.

This activity was created to support langauge learners of all proficiency levels in understanding how to use dictionaries to support their writing and communication. The activity begins with a consideration of what to pay attention to within a given entry or set of entries and ends with circumlocution practice to lessen learners' dependence on outside resources.

Learning outcomes:
Learners will be able to:

• Identify clues within a dictionary that given insight into appropriate word choice
• Demonstrate development of circumlocution skills 

Mode(s): Presentational

Materials: Using Dictionaries in Presentational Writing video, a dictionary entry or page of entries

Procedure:

1. Think of a word in the L1 that has multiple meanings. Ask learners to brainstorm all of the possible meanings of the word (e.g., the English word fly is both a noun and a verb). 
2. Ask learners to explain how they know the intended meaning of the word when it is written or spoken. Possible answers could include imagery (e.g., from advertisements, memes, or the like), contextual clues within an utterance, or an understanding of the general topic being written about or discussed. 
3. Show learners the Using Dictionaries in Presentational Writing video. Have them look at an entry in a dictionary (of the word discussed in Step 1) and identify the various clues that exist that help them understand the most accurate word to select when using the source. Mark the entry (In online contexts, use a tool such as a Google Drawings or a PDF editor. In face-to-face contexts, learners may mark a paper copy of the entry) to indicate important clues mentioned in the video including part of speech, example sentences, and the variety of possible definitions at play.
4. Provide an example sentence in the target language with a blank for each use of the word discussed in Step 1. Ask learners to identify the most appropriate use of the term for each blank.
5. Next, ask learners whether they needed a dictionary at all to communicate the meaning of the word. Brainstorm possible synonyms or ways to circumlocute the word for each possible meaning.
6. If time allows, give learners the opportunity to play circumlocution games. Explain that the purpose of the games is to support learners in communicating using only the words that they know and to lessen their dependence on outside resources such as dictionaries.

Notes:

• In Step 2, it may be necessary to use a dictionary in the L1 and the L2, or it may be appropriate for your learners to use a dictionary that is completely in the L2. For example, if the word is difficult for learners because one word in the L1 has multiple L2 translations, a dictionary in both languages might be the most appropriate source. However, if the the word is difficult because it has multiple construals in the L2, a dictionary in the L2 might be the most appropriate source.
• Improve the learner-centeredness of Step 3 by having learners look at a page of entries and identify the categories themselves.

by Tigre Lusardi, CASLS Graduate Intern

This activity was created to help learners use what they know about language patterns to predict what unknown words might be while writing in the target language. It is suitable for learners of all levels.

Learning outcome(s):
Learners will be able to:

• Identify morphemes or radicals, root words, and/or prefixes and suffixes of target words.
• Brainstorm possible related words given a set of root words, prefixes and suffixes. 

Mode(s): Presentational

Material(s): Predict Words as You Write video, list of 8-10 sample words in the target language that are related to current curricular themes or units, blackboard or shared Google suite space (e.g., Google Doc, Jamboard, or Google Drawing)

Procedure:

1. Ask learners to think about what they usually do when they are writing in the target language and realize that they don’t know a word that they want to write. Elicit the strategies they typically use (e.g., look the word up, think about words that might be similar, or ask someone else what word to use). Write the strategies on the board (or on Google Jamboard for online classes), and then read strategies one by one and ask learners to raise their hands for the strategies they use the most.
2. Next, show learners the Predict Words as You Write video. Have learners write down the three steps mentioned in the video. After watching the video, ask learners to name the three steps .
3. Write a list of 8-10 sample words on the board. Ask learners to explain what a morpheme or radical is (as stated in the video). For each word on the list, have the class break the word into parts (e.g., morphemes). Mark parts by putting a slash in between each in the words written on the board.
4. Ask learners to explain what root words or radicals and, if relevant to the target language, what prefixes and suffixes are. Have learners brainstorm at least 6-8 root words or radicals and as many prefixes and suffixes as they can name. Write these on the board and have learners write them down.
5. Next, have learners work in small groups to assemble possible words by working with the brainstormed list.
6. As a whole group, review the list of words groups have made. Circle any words that multiple groups listed.
7. Ask learners to verify their predicted words by looking them up, and lead the group in a discussion regarding their perceived utility of the strategy of predicting words when writing.

Notes:

• For step 4, if preferred, provide pre-selected root words, prefixes, and suffixes on cards or slips of paper and hand one batch to each group. Learners will use the cards like puzzle pieces to assemble longer words.

This pre-speaking activity was created for language learners of all levels. It is designed to help learners isolate the parts of words that are difficult to pronounce so that they may speak more confidently in Presentational or Interpersonal contexts.

Learning Outcomes:
Learners will be able to:

• Reflect on and isolate the parts of words that are difficult to pronounce
• Practice difficult parts of words by speaking them aloud
• Demonstrate improvement by reintegrating words into speech

Mode(s): Interpretive, Interpersonal or Presentational

Materials: Isolating Difficult Parts of Words to Practice Pronunciation video

Procedure: 

1. Learners will watch Isolating Difficult Parts of Words to Practice Pronunciation.
2. Learners will reflect on the parts of words that they find the most difficult to pronounce. In group settings, educators may find it beneficial to divide learners by what pronunciation patterns they are known to struggle with.
3. Learners will access three sources in which they hear a word with the specific pattern identified in Step 2. These sources could include language learning apps, online textbooks, online dictionaries, expert speakers, or online videos. They will use these sources to write down a way to remember the component of the word that is difficult to pronounce. This may be an image they create or a way in which they relate the word to a word in their L1. 
4. Learners will take five minutes to practice saying the isolated component of the word aloud. Then, they will take five minutes practicing integrating it into whole words and complete utterances.
5. In speed dating format, have learners chat with one another and challenge them to use a word that involves the difficult word component. Each partner pairing should chat for one minute before rotating. Rotate no more than five times.
6. Learners will complete a brief reflection in which they rate their improvement on a scale of 1 (no improvement) to 5 (great improvement). This rating can be done as a class discussion, on a scrap sheet of paper, or as an exit ticket.

Note(s): 

• Step 3 is rich with potential to expose learners to non-standard pronunciation. Celebrate the diversity of language and communication and challenge learners to find at least one source that showcases non-standard pronunciation.

This activity was designed for all levels of language learners. It guides them through five steps for reflection after speaking and celebrates learners’ strengths. It is particularly useful to implement after interpersonal practice or presentations.

Learning outcomes:
Learners will be able to:

• Identify strengths, opportunities for improvement, and questions after speaking
• Create visual reminders of strengths

Mode(s): Presentational and Interpersonal

Materials: Five Steps for Reflecting after Speaking video, reflection template

Procedure:

1. Watch Five Steps for Reflecting after Speaking. 
2. Ask learners to think about their last speaking interaction in the target language. Provide learners with the reflection template. Review the template using a Think, Pair, Share protocol. Learners should spend roughly minutes thinking/writing independently, five minutes sharing their responses with a peer, and five minutes discussing as a group. 
3. Provide learners with six note cards (or a digital platform like Google Jamboard). Ask that they write three strengths on the cards. They should write each strength twice. They will keep three of the cards to post as reminders in the location(s) in which they study (online, on the wall or mirror, or even in their notebooks).
4. Learners will create a strength poster for the learning environment by affixing their cards to a bulletin board, adding them to a Google Jamboard, or affixing them to a piece of butcher paper. 
5. As a group, review the strengths that are listed. Star those which multiple learners have in common.
6. Before speaking in the future, revisit the strength poster to remind learners of what they do well. Give them time to consider how they might utilize their strengths to keep improving in the target language. 
7. After speaking in the future, ask learners to update the poster with additional strengths.

This activity was created for beginning language learners. It’s aim is to support learners to ask for input on pronunciation during conversations.

Learning Outcomes:
Learners will be able to: 

• Create lists of helpful questions to ask related to pronunciation
• Utilize questions related to pronunciation while speaking

Mode(s): Interpersonal

Materials: Get Input on Pronunciation video, word cards (see Step 5)

Procedure:

1.  Ask learners to brainstorm all of the reasons it might be difficult to learn how to pronounce words in a given language. Examples may include varied accents, regional dialects, and the existence of sounds in the L2 that do not exist in the L1.
2. Have learners watch the Get Input on Pronunciation video to verify their responses and add to the list they brainstormed in Step 1.
3. Ask learners to do a quick self-evaluation using the fist to five strategy on how comfortable they would be asking for input on pronunciation in a conversation. Allow learners to discuss their self-evaluations with the group.
4. Next, brainstorm a list of phrases related to asking for input on pronunciation that the group can reference (this list could be posted in a shared digital space, copied into notebooks, or posted on a wall). Learners may brainstorm questions like How do you pronounce _________?, Does ________ rhyme with __________?, Did I pronounce _________ in a way you could understand?, and Could you repeat _______ for me? 
5. Provide learners with cards with words in the target language (at least one word per card, per learner) that are either hard to pronounce or appear, when written, to rhyme. For learners of English, you might include word pairs like kite and knight, Penelope and envelope, enough and stuff, or even homophones like flower and flour. If they are unsure how to pronounce their words, allow them to access an online source like a dictionary or a YouTube video that highlights regional pronunciations of given words. You may also provide individual input related to the correct pronunciation.
6. Ask learners to find a partner with a different word. They should practice having a conversation about how to pronounce the words on the cards in the target language by using the list brainstormed in Step 4. This conversation should last no more than one minute, and at the end of the minute, learners should find another partner. Repeat up to five times.
7. Repeat Step 3 as a final reflection.

Notes:

• It is appropriate to hold learners accountable for all questions brainstormed in Step 4 as they can be memorized as chunks. Novice learners with some knowledge of syntax and the formation of interrogative statements should be able to brainstorm the list in the target language with minimal help from outside resources.
• Adapt Step 5 to include more language variety by providing words with different regional pronunciations and asking learners to understand the many ways a single word might be pronounced by L1 speakers of the language.

by TIgre Lusardi, CASLS Graduate Intern

This activity was designed to guide learners in using context clues to understand the meaning of an unknown word they encounter while speaking or signing. It was designed for learners of all proficiency levels. 

Learning outcomes:
Learners will be able to:

• Identify the context of the sentence, context of the subject of the conversation, and context of the relationship between speakers
• Brainstorm possible meanings for an unknown word using three kinds of contexts.

Mode(s): Interpersonal

Materials: Use Context to Guess Meaning: A Strategy for Speaking and Signing (video)

Procedure:

1. Ask learners to think of a conversation where someone said or signed a word they didn’t know. Ask them to explain the times in which they were able to explain what that word meant. 
2. Next, write an example sentence on the board, using a nonsense word or symbol for the word they’ll need to guess. For example, “I like to watch XXXX at the cinema,” where XXXX can mean movies or films. Ask them to guess the unknown word, and then ask them to explain what clues they used to make that guess. 
3. Next, show learners Use Context to Guess Meaning: A Strategy for Speaking and Signing. Ask learners to name the three types of contexts mentioned in the video (sentence meaning, topic of the conversation, and relationship between speakers). Write these three contexts on the board or in a shared digital collaboration space like jamboard.
4. As a group, have students compare their brainstormed strategies with the three contexts from the video. What similarities and differences do they see between their strategies and those from the video?
5. Next, divide learners into smaller groups and assign each group one of the three contexts. Ask learners to brainstorm at least three ideas for what information they would need to notice in their context to be able to guess the meaning of a new or unknown word. This could be, for example, other words or grammar features, intonation or gesture (for context of a sentence), what was said in a previous sentence or related topics (for context of the conversation), and what relationship the speakers have to each other and/or what they usually talk or sign about (for context of the relationship).
6. Have each small group present their brainstormed information to the larger group. As they present, tie their ideas back to the specific context they are working with. For example, you could point out the context of the sentence a learner has just said, the context of the brainstorm/presentations, and the context of relationship between learners and instructors, etc.
7. Ask learners to write a reflection of the following questions, based on the brainstorm from steps 5 and 6:

• When would you rely on other words or grammar features, intonation or gesture for clues about an unknown word?
• When would you use what was said in a previous sentence for clues about an unknown word?
• When would you use the relationship the speakers have to each other and/or what they usually talk or sign about for clues about an unknown word?

Notes:

• If more visual input is needed to support learners’ understanding of what the three contexts are, one could use the three situations used in the video to illustrate the three contexts. Show each of the three scenes and have learners use the scene for their context to guide their brainstorming during Step 4. 
• If using this video and activity for self study, the group brainstorming (Step 5) and answering reflection questions (Step 7) could be done on one’s own in a journaling format. 

by Rebekah Lloyd, CASLS Graduate Intern

This activity was designed for learners of all levels. It was created to help learners incorporate digital tools into their pronunciation practice and encourage them to engage with the language in new ways while practicing difficult words and improving their Presentational and Interpersonal communication

Learning outcomes:
Learners will be able to:

• Practice pronunciation using digital voice recognition apps or online voice recognition software
• Improve pronunciation intelligibility with feedback from app 

Mode(s): Interpersonal, Presentational

Materials: Using Digital Tools to Practice Pronunciation video, voice recognition software or app 

Procedure:

1. Ask the students if they have ever used a voice recognition software to help them learn a new language. Have the students all use a voice recognition app or device of their choice. They can also use the microphone capability on the text application on their phones. 
2. Introduce the process of incorporating digital tools into pronunciation practice by watching this video. 
3. Ask the learners to brainstorm a list of words they find especially hard to pronounce. You may wish to have a few words pre-selected that you have noticed your learners struggle with. You can include words with prefixes, infixes, or suffixes, but if the student’s words don’t have these elements, they can still be practiced by breaking the word down into syllables. Write the words on the board or type them onto a projected screen. 
4. Select a word from the list and demonstrate on the whiteboard or projected screen how to divide the word into prefixes/suffixes/infixes from the root word. Example: ‘Disadvantaged’ becomes ‘advantaged’ when the prefix is removed. When the prefix and suffix is removed it becomes ‘advantage’.  
5. Divide the learners into groups of 2 or 3 and have them all speak the root word into their voice recognition software. Encourage peer feedback. 
6. Monitor the learners as they try to pronounce the word. Provide feedback as needed to help them produce the word accurately. 
7. When the majority of learners have been able to produce the root word so the app recognizes it at least a few times, have them begin to add the prefixes or suffixes back to the word. Have the students speak the entire word into the app and once again practice until students are able to produce the entire word so that the app recognizes it a few times. 
8. Ask learmer groups create an entire sentence using the selected word and say the entire sentence into the voice recognition app or software. See if they can produce the entire sentence clearly enough for the software to recognize.
9. Repeat steps 4-7 with other words from the list as time allows. 

Notes: Steps 5-7 can be completed with words with no prefixes, infixes or suffixes by breaking the words down into syllables and practicing the syllables individually and then combining the syllables back together after they are practiced separately.  

by Ellie Collins, CASLS Graduate Intern

This activity was created to help learners develop and practice metapragmatic strategies including stating their intentions and asking for clarification. Additionally, learners will demonstrate their explicit pragmatic knowledge and explain language functions (e.g. greetings or apologies) to their peers. This activity can be conducted completely in the L2 for Intermediate High and Advanced learners. It may require L1 scaffolding for less proficient learners.

Learning outcomes:
Learners will be able to:

• State the intentions of their speech act functions.
• Ask for feedback about their delivery of pragmatic functions.
• Provide basic feedback to peers about their delivery of pragmatic functions.

Mode(s): Interpersonal

Materials: Metapragmatic communication video

Procedure:

1. First, watch the metapragmatic communication video as a group.
2. Next, place learners in groups of three to four people and ask them to brainstorm methods of communicating their conversation preferences or intentions in the target language related to a specific function already covered in class (e.g., apologizing, greeting, or making requests). Ideas may include asking how to perform a pragmatic function (i.e. what words to say), specifying one’s communicative preferences, and asking interlocutors to clarify their choices.
3. As a group, ask learners to share strategies that they brainstormed in small groups. Make a list of phrases that can be used to ask for feedback from other speakers during a conversation. It may be helpful to divide these phrases into phrases for stating intentions, phrases for stating their own preferences, and phrases for asking for clarification of a fellow interlocutor’s choices.
4. Ask learners to work in pairs.Each pair will practice the brainstormed metapragmatic phrases in the target language with functions they are familiar with (ideally the functions mentioned in Step 2). At this step, one learner will state their intention, practice the pragmatic function, and, if needed, ask for clarification. Their partner will provide feedback on their delivery of the function. For example, one learner can say “I would like to ask to borrow your car, but I am not sure how.” Depending on the language, their partner might respond, “That is a big request, so you should explain why you need it. Try ‘Can I ask you a favor? I need to travel for an appointment…’”
5. As pairs are working, provide feedback and information as necessary. Encourage learners to ask peers and instructor(s) for clarification.
6. After this activity, ask learners to reflect on their experience using these guiding questions: 
   1. Were you comfortable stating your intentions before speaking? Why or why not?
   2. Would you use these strategies when speaking to others in the target language?
7. Finally, discuss with learners about reacting to feedback and how these language norms might change between individuals. As a group discuss the following questions:
   1. Do you think every speaker performs language functions the same way?
   2. Do you think you should apply all feedback you receive from interlocutors to your own language choices? Why or why not?
   3. How might individual conversation preferences differ? 
   4. What is one way you can explain your conversation preferences to other speakers?

Notes:

• Novice to intermediate-mid learners need extra support, they can use both their L1 and the target language to practice explaining their intentions and asking for clarification.
• If your learners need more understanding of the language function targeted in Step 2, provide some target language examples and work together to identify sociocultural norms in the target language (e.g. issuing an invitation at least three times in Spanish or explaining requests when they are big asks in a variety of languages). 
• If you have need addition resources related to the functions in the target language selected for Step 2, you may wish to access one of the following websites:
  • Dancing with Words (Spanish) 
  • Li Yang’s Chinese Pragmatics
  • Foreign Language Teaching Methods: Pragmatics

by Miranda Burrows, UO Language Teaching Specialization Program Graduate Student

This activity is designed for explicit pragmatic instruction for learners that are unfamiliar with backchanneling as an indicator of active listening. It also allows learners to develop their subjectivity skills, or their ability to articulate their language and communication choices.

Learning outcomes:
Learners will be able to:

• Define backchanneling and give examples in learners' first language and in the target language.
• Observe a conversation and indicate when a backchannel has occurred.
• Explain their own choices of whether to engage in backchanneling or not.

Mode(s): Interperetive, Interpersonal

Materials: Backchanneling video

Procedure:

1. Ask learners to reflect on a time when they wanted to indicate they were listening without interrupting the flow of another person’s storytelling. 
2. Play the backchanneling video. At its close, ask learners to identify additional strategies they have used for backchanneling. Also, ask them to discuss (1) when they would use a backchannel and (2) when they feel that they would not like to engage in backchanneling. Support them in discussing the implications of those choices (e.g., not creating the appearance of active listening).
3. The teacher and a student volunteer will role play active listening in front of the group. The student will start telling a story and speak for about a minute, and then the teacher will model both nonverbal and verbal cues, or backchannels, to indicate they are actively engaged in listening. Before the role play conversation starts, ask learners to raise a finger when they notice the teacher using a backchannel.
4. Next, ask learners to pick a topic based on the content you have covered in class so far. Ask Partner A to share a story related to the topic for up to a minute. Ask Partner B to pick three different backchannels to try out while Partner A is speaking. Then, ask the partners to switch roles.
5. Ask learners to reflect on the conversation with their partners. They should discuss (1) why they chose particular backchannels and (2) what they found to be their favorite backchannel. 
6. As an exit ticket, have learners draw a picture or write out a definition of backchanneling and explain how they could use backchannels in the future and why.

Notes:

• It may be beneficial to create and post a list of backchannels as learners engage in Step 3. This step may also be supplemented with observation of target-language texts.

by Ellie Collins, CASLS Graduate Intern

This activity was designed for learners of all levels. It was created to help learners build their knowledge of small talk through observation. In this activity, learners will observe videos of small talk conversations, take notes on the words and phrases the interlocutors use, and consider how they could use this knowledge during small talk in their own target language.

Learning outcomes:
Learners will be able to:

• List 3-4 appropriate topics of conversation in small talk
• Identify 2-3 greetings and/or questions appropriate for small talk situations

Mode(s): Interpretive, Interpersonal

Materials:
Knowledge: Small talk video, small talk handout, clips of small talk in the target language (English examples: Novice- Englishare; Intermediate/Advanced- Comedy, Gilmore Girls) 

Procedure:

1. Ask learners what they think small talk means. Explain that small talk is a type of conversation used to express friendliness or politeness without exchanging important information.
2. Ask learners why knowledge of small talk in the target language is, or is not, important.
3. As a group, watch this video about building the requisite knowledge to participate in small talk. Tell learners that the group will now be practicing observing small talk to build knowledge.
4. For the whole group, play a video clip of small talk in the target language. Ask learners to pay attention to the body language of the interlocutors and document their notes on this handout. After the video, have learners share one thing they noticed about body language from the video. Some answers may include physical distance between interlocutors, gestures, and facial expressions. Note: In some languages and communities, an absence of small talk might also be noteworthy and warrant observation.
5. Then, play the video a second time. This time, ask learners to write three or four phrases that the interlocutors use in the video on the handout. These phrases could include greetings, questions, and other expressions used during small talk.
6. Finally, play the video clip a third time. Ask learners to write down three or four topics of conversation that were covered in the video clip on the handout. Some answers might include well-being, information about the location, or information about the weather.
7. Place learners in groups of three-four people. In groups, ask learners to share the topics of conversation and phrases that they wrote down from the video. Ask learners to highlight any phrases or topics they think that they could use during small talk in the target language. 
8. As a group, create a list of greetings, phrases, and appropriate topics that learners can use to make small talk. Refer to this list when practicing small talk in the target language.

Notes:

• If technology is not available to play video clips, transcripts can be used. Many YouTube videos have transcripts linked.

by Ellie Collins, CASLS Graduate Intern

The purpose of this activity is to help learners explore language varieties, analyze the differences among said varieties, and consider the value of language varieties in the world. In this activity, learners will explore features of language variety and research a specific language variety in the target language. Additionally, the group will discuss language varieties in general and consider the experience of interacting with someone who uses a different language variety than they do.

This activity was designed for intermediate learners. It can be completed in a face-to-face, hybrid, or remote learning environment.

Learning outcomes:
Learners will be able to:

• Demonstrate understanding of language variety in a group discussion.  
• Identify unique features of a particular language variety. 

Mode(s): Interpersonal, Interpretive, and Presentational

Materials: Language variety video, article on English varieties, computers or tablets and internet for students to research

Procedure:

1. As a group, watch the language variety video.
2. After watching the video, ask learners to brainstorm the language varieties they have encountered and strategies they have used when communicating with someone who speaks a different language variety than they do.
3. Next, direct learners to this Business Insider article about vocabulary variation in American English. Tell learners that there are many variations of English even inside the United States, and vocabulary differences are one indication of this language variation.
4. Then, open a discussion with learners about the value of language varieties using the following discussion questions. This can be done with a think-pair-share (physical environment) or small group discussion (remote environment). Here are some guiding questions:
   1. Why do language varieties exist?
   2. Do you think everyone should speak the same variety? Why or why not?
   3. How do you feel when you speak to someone who uses a different language variety than you do?
   4. What are some of the advantages of talking with someone who speaks a different variety than you?
5. Put learners into groups. Assign each group a language variety that exists in the target language. For example, one group could be assigned Uglish (Ugandan English) in a course for English language learners. Ask the group to research the language variety using the following guiding questions below. Novice learners can do this research in their L1; intermediate and advanced learners can be challenged to conduct the research in the target language. Here are some guiding questions:
   1. Have you heard this variety before?
   2. Where is this variety spoken?
   3. Who uses this variety?
   4. What features make this variety unique? 
6. After researching the language variety, ask each group to present their findings to the other learners.

Notes:

• To the extent that it is helpful, here are some examples of language varieties: English: Appalachian English (US), Uglish (Uganda); Spanish: dialecto paisa (Colombia), dialecto andaluz (Espana); Arabic: San’ani (Yemen), Sa’idi (Egypt)
• Modifications (tech): If resources are not available for learners to complete the research in class, the instructor can provide each group with a “fact sheet” about the language variety for them to present to the other learners. Wikipedia offers a short history and unique features of many language varieties including varieties of English, Spanish, Arabic, and Russian.
• Modification for advanced learners: Prior to conducting their research, the instructor can give each group a video of a language variety and have students write down their observations of the features of the variety. Then, have the learners research the features of their assigned variety online and compare the information that they discovered to their initial observations.

by Tigre Lusardi, CASLS Graduate Intern

This activity was designed to help learners recognize and understand an interlocutor’s reaction in a conversation in the target language. This skill falls in the Awareness quadrant of the IPIC (Intercultural, Pragmatic and Interactional Competence) Framework. This activity is appropriate for learners of all proficiency levels.   

Learning outcomes:

Learners will be able to:

• Recall what they said to someone else.
• Recognize up to three verbal and/or non-verbal cues the person gave in response. 
• Draw conclusions about how the person feels about what was said  based on the cues.

Mode(s): Interpersonal

Materials: Awareness video, two copies of the awareness notes page, two short video clips in the target language that show a short conversation between two people (Example 1 in English, Example 2 in English)

Procedure:

1. As a group, brainstorm situations in which learners tend to think about others’ responses to something they say. Possible answers could include “asking someone for a favor,” “offering an apology,” “asking for information,” and “ending a conversation.” Ask learners what cues exists to let them know how someone is reacting to what was said.  Write learners’ responses on the board, or, in online courses, document responses on a Google Jamboard.
2. Next, show learners the awareness video. After watching the video, ask learners to recall the three cues used to understand a response. Elicit from learners whether each cue is a verbal or non-verbal one.
3. Provide learners with the awareness notes page and go over instructions. Show learners your first video clip, repeating more than once as necessary. Discuss answers as a group.
4. Show learners your second video clip, repeating more than once as necessary. Divide learners into small groups to fill out another copy of the awarness notes page for this second video clip.
5. Back in the whole group, elicit worksheet answers from each small group. Ask whether others agree with the answers given, or whether there were other possible interpretations of the clip.
6. Ask learners, as a group, which of the three cues they find the most helpful to them in conversations, and why they think that is so. Ask learners to use examples from their own experiences.

Notes:

• Learners can fill out the worksheet by hand, on a computer, or can write their responses on a whiteboard function (eg. on Zoom). 
• Learners can write their responses with words or can draw pictures on the worksheet, depending on their proficiency level and preferences.