Recent Activities of the Week

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. 

This activity was designed for learners of all proficiency levels. In this activity, learners will practice the listening strategy of summarizing what they heard in order to demonstrate understanding.

Learning Outcomes:
Learners will be able to:

• Demonstrate understanding of an audio text through summary
• Compare and contrast understanding with a peer

Mode(s): Interpretive, Presentational

Materials: Summarize What You Heard Video, Yesterday’s News handout

Procedure: 

1. Introduce learners to the listening strategy of summarizing what they heard by showing them this video.
2. Provide learners with an audio text that aligns with curricular needs. For example, if delivering a unit on global issues, educators might select an audio text of a persuasive or political speech related to a core topic (e.g., global warming, immigration, or specific legislation). As they listen, ask learners to make notes using this handout. The handout walks learners through the Yesterday's News literacy strategy.
3. After listening, ask learners to write a news article about what they heard on the handout. It is a good idea to review structural and rhetorical devices that are typical of news articles (e.g., title, date, and byline) at this juncture.
4. Next, learners will swap their articles with a peer. They will compare and contrast their understanding on using the handout as a guide.
5. Debrief with the group by discussing the discrepancies learners discovered when comparing and contrasting their news articles. Clarify any misunderstandings collaboratively.

Notes:

• Step 2 can be easily scaffolded by slowing the playback speed or allowing multiple opportunities to listen to the text.

This activity was designed for learners of all proficiency levels; though, it is particularly beneficial for language learners who are just beginning their studies. In this activity, learners will practice the listening strategy of focusing on what they know and understand to draw conclusions about what they hear.

Learning Outcomes:
Learners will be able to:

• Practice focusing on what they understand to draw conclusions
• Write a story impression related to an audio text
• Compare and contrast understanding with other learners

Mode(s): Interpretive, Presentational

Materials: Pay attention to what you know video

Procedure: 

1. Introduce learners to the listening strategy of focusing on what they know and understand to draw conclusions about what they hear by showing them this video.
2. Provide learners with a listening text that aligns with curricular needs. For example, if you are studying friends and family, you may provide an interview in which a famous person discusses their family. As learners listen, ask that they try to jot down every word and phrase they understand from the listening passage and to keep the words and phrases they hear in order.
3. Learners will use their list of words and phrases to write a story impression. In this story impression, they must do their best to write an approximation of what they heard by using the words collected in Step 2 in order.
4. In small groups, learners will share their story impressions. As they share them, learners will document what commonalities they have as well as where their ideas seem to diverge.
5. As a class, listen to the text from Step 2 again. 
6. Ask each group to select which story impression was the most accurate.
7. One member from the group will present the story impression to the class. Clarify any misunderstandings as the story impressions are presented.

Notes:

• Given the speed at which words are spoken, this activity can become overwhelming if the audio text is longer than 1-2 minutes. 
• Step 2 is easily scaffolded by slowing the playback speed of the audio or providing multiple opportunities to listen.
• For learners who have never practiced this strategy or written a story impression, educators may find it helpful to do the entire activity as a class. If this approach is chosen, Steps 4 and 7 are no longer necessary. Step 6 should involve evaluating the accuracy of the collaborative story impression.

This listening activity is designed to accompany videos on the internet. It is appropriate for all levels of language learners and is a useful strategy for improving interpretive communicative competence.

Learning outcomes:
Learners will be able to:

• Identify at least one way to adjust the speed of a video they watch
• Evaluate the utility of slowing down a video’s speed as it relates to improving comprehension

Mode(s): Interpretive

Materials: Listening online video, handout

Procedure:

1. Introduce learners to the various approaches to adjusting the online playback speed of videos by showing them this video.
2. As a group, discuss whether learners have tried to adjust playback speed before in the target language. Also, if they have adjusted playback speeds before, ask them to share their favorite methods.
3. Using the handout, ask that learners watch a YouTube video (one that aligns with your curricular needs) at a normal playback speed. For example, if you are studying environmental concerns, you may want to watch a Greenpeace video or a news segment. As they watch, learners will note what they understand on the handout.
4. After watching, give learners one minute to note any conclusions they can draw and the questions they have on the handout.
5. Debrief Steps 3 and 4 as a group.
6. Next, return to the handout. Learners will watch the video again at a slower playback speed and will add to their notes from their first viewing (page 2).
7. As a group, discuss what new understandings the learners have gleaned in their second attempt listening.
8. Finally, listen again at a normal speed. On the handout, ask learners to note any new understandings they have gained and to answer the reflection questions (page 3) related to the extent to which their understanding improved.

This activity is a pre-listening activity. It is for all levels of language learners and is a useful strategy for preparing to engage in interpretive listening.

Learning outcomes
Learners will be able to:

• Use visual clues to predict the content of a video before listening
• Evaluate the utility of predicting what they will hear as a pre-listening strategy

Mode(s): Interpretive

Materials: Predict what you will hear video, a video that aligns with your curricular goals and needs

Procedure:

1. Introduce learners to the listening strategy of predicting what they will hear using this video.
2. Explain to learners that they will practice the strategy by watching a video that aligns with your curricular goals. For example, if you are studying travel, you may choose to share an advertisement from a travel agency.
3. Provide learners with the title of the video or, if there is no title, a one-sentence summary of the video. 
4. As a group, brainstorm words, phrases, and structures that learners expect to hear in the video. If the learners come up with ideas they do know in the target language yet, use this step as an opportunity to model appropriate dictionary use. Depending on the proficiency level of learners, this modeling may entail exploring parts of speech and/or examining the various definitions of a word.
5. Show the video without sound. Ask learners to note any additional ideas that they want to add to the brainstorm as they watch.
6. Revisit the brainstorm together and add any additional ideas documented by learners as part of Step 4.
7. Show the learners the video again, but with the sound included. As they listen, ask them to keep a tally of how many predictions were correct.
8. On an exit ticket, ask learners to evaluate how well the strategy seemed to work for them compared to times they have watched videos without making predictions. Ask them to state whether they will use the strategy when they are enjoying target language media in other areas of their lives.

The purpose of this activity is to help learners prepare for their own interpersonal interactions via observation. It is appropriate for all proficiency levels and is a great strategy for guiding learners' intercultural awareness. It is also useful for helping learners improve their knowledge of critical content including vocabulary and grammar. 

Learning Outcomes:
Learners will be able to:

• Observe up to three conversations
• Draw conclusions from their observations
• Verify their conclusions by working with peers

Materials: Observe before interacting video, observation handout

Procedure:

1. Introduce learners to the language learning strategy of observing before interacting by showing them this video.
2. Discuss what learners want to understand from observing interactions. Depending on the proficiency levels and preferences of learners, these goals may include specific lexical items, pragmatic strategies for specific language functions (e.g., understanding when to mitigate a request), or improving their understanding of how a key contextual factor like social distance, or closeness, of speakers can impact their interactions.
3. Brainstorm places where learners can observe interpersonal interactions related to the goals articulated in Step 2. These places might include public and/or online spaces.
4. Ask learners to observe up to three interpersonal interactions and to document their observations on this handout. Once they are done observing, they will also use the handout to draw conclusions and to posit any questions they may still have.
5. In small groups, ask learners to work together to verify their conclusions and to answer the questions that they have. 

Notes:

• Language functions vary in length and complexity. Educators are encouraged to consider these variances as they help learners decide how many conversations to observe. Additionally, given said variances, learners should be directed to consider whether they need to engage in additional observations once the activity is completed to draw conclusions.

The purpose of this activity is to engage learners in consideration of pauses during turn-taking in the target language. 

Learning Outcomes:
Learners will be able to:

• Evaluate the context surrounding pauses between turns in a conversation in the target language

Materials: pay attention to pauses video

Procedure:

1. Introduce the language learning strategy of paying attention to pauses by showing learners this video.
2. Ask learners to reflect on their experiences in conversations in the target language. As a class, make a list of the instances in which pauses between turns were surprising. 
3. Next, provide learners with an audio recording of a conversation. Ask that they mark how long the pauses are between turns the first time that they listen. Please note that they do not have to actually time the pauses, but rather make some denotation of whether pauses feel short or long.
4. Next, listen to the recording again. Ask learners to take notes about the context surrounding communication. Ask them to pay attention to tone, excitement, and other contextual factors that would increase their understanding of the length of pauses between turns.
5. As a class, analyze learners' observations. Work together to make generalizations of when pauses seem relatively short or long between turns in conversations in the target language.

Notes:

• During Step 2, it may be important to help learners differentiate between pauses due to the relative speed of processing and comprehension and pauses that are more typical of expert speakers communicating in the targeted language.
• The length of the audio sample should correspond to the proficiency level of learners. For Novice, you may want to select a one-minute sample, and for Advanced, a longer sample (three to five minutes) may be more appropriate.