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WHAT CAN WE DO TO GET OUR STUDENTS SPEAKING
AND ENJOYING THEMSELVES IN ENGLISH?
In this workshop participants will consider what makes speaking hard and what we as teachers can do to make it fun for students. We will look at what effective speakers do and know and how we as teachers can scaffold the learning experience so that learners feel challenged yet safe as they progress in their speaking abilities. We will do many activities that we have found successful in our classrooms! WHAT ARE WE GOING TO DO? A common question that teachers and learners often ask is “how long will it take for me to be fluent in English?” Not as common is to hear “What are the stages and the process I have to go through to develop fluency?” In this session we will briefly look at the ECRIF framework for developing speaking fluency (www.ecrif.com), and then focus on activities that are done in the internalization and fluency stages. These stages are critical to developing language fluency and are often not given the space, time and attention needed in the language classroom. During the workshop participants will be expected to discuss, participate and reflect upon their experiences both as a learner and as a teacher. ECRIF AND FUN WITH SPEAKING (ACTIVITIES) THE SIGNAL WHEN I WOULD LIKE YOUR ATTENTION
When I raise my hand, please:
1. Finish your sentence or idea 2. Raise your hands 3. Look at me. UNFINISHED SENTENCES ① Find a partner. Introduce yourselves. ② Finish the sentences that fits for your color. ③ Exchange Colored-paper and find a new partner.
Orange: One dream I have for the future is….
Pink: One thing I love about teaching is…..
Green: One thing that is challenging about teaching is….
Yellow: Today I hope to……
Salmon: I have never….
I AM CURIOUS…
What is challenging for your
students in terms of learning English?
What is challenging for you as a
teacher teaching students English? I AM CURIOUS…
What is challenging for your
students in terms of learning English?
What is challenging for you as a
teacher teaching students English? ECRIF (WWW.ECRIF.COM) A LENS FOR SEEING, UNDERSTANDING AND PLANNING FOR LEARNING
Encounter Clarify Remember Internalize Fluently use ENCOUNTER/CLARIFY STAGE
Learners become aware of the
vocabulary or grammar point or skill and ask their own questions about it to figure out the “correct answer.” REMEMBER/INTERNALIZATION STAGE Learners go through a process of putting target information or skill into short term memory and then longer term memory. They learn the vocabulary or grammar point in an isolated way and then can gradually use it in sentences, questions and more complex contexts. REMEMBER/INTERNALIZATION STAGE LEARNERS PROGRESS IN THEIR ABILITIES FROM TO
Safe→→→ →→risky
→→ independent Controlled production production→→ →→less planning Moretime for and more planning and spontaneous rehearsal→→ production REMEMBER/INTERNALIZATION STAGE LEARNERS PROGRESS IN THEIR ABILITIES FROM TO
Slower →→ faster production→ production
Shorterchunks of →→ longer chunks
information→ of information
Greater →→lesser
predictability→ predictability FLUENT USE STAGE
Learners spontaneously produce and use target information and skill in a variety of contexts with ease. KNOWLEDGE SKILLS EFFORT/ATTITUDE Being able to do something with Knowing about something accuracy and fluency Qualities of my attention and effort
Before we learn I have no idea I have never done this I don’t know that I don’t know!
Encounter This is the first time for me to I don’t usually do this and /or Awareness become aware that this exists don’t know how to use it Interest
Clarify I am familiar with the general or I sometimes do this but it doesn’t
basic concept but I have many usually work for me. I don’t Curiosity questions! usually get it right and it takes Problem-solving effort
Remember I am working to remember the I sometimes do this but it takes Dedication and practice meaning, how to say it and how effort. Sometimes I succeed, Significant effort to write it. sometimes I don’t
Internalize I am using it in longer chunks of Integration
language, in sentences and usually do this with success Application conversations Growing comfort Some effort
Fluently Use This is deep inside of me and I I consistently do this with ease Automatic know it so well it is automatic and success Secure Very little or no effort CONNECTING TO YOUR OWN LEARNING Describe something that you learned using the ECRIF Framework to describe the steps
Encounter Clarify Remember Internalize Fluently Use THINKING ABOUT OUR CLASSROOMS…. Which steps do you usually work with in the classroom? Which ones do you work with less often?
Encounter Clarify Remember Internalize Fluently Use INTERNALIZATION AND FLUENCY TASKS What kind of fluency tasks did you typically do in your own language classes? How did they affect your learning?
Why are fluency tasks so
important in language learning? KINDS OF FLUENCY TASKS Role plays Supported conversations Creative games Creative conversations Never-ending board games Interviews surveys WHAT CRITERIA DEFINES A TASK AS A FLUENCY TASK? 1. creative, personal and/or real-life context 2. meaningful and authentic communication 3. Learners are able to choose the language they use 4. Learners have a clear reason to listen and reason to speak to each other WHAT CRITERIA DEFINES A TASK AS A FLUENCY TASK? 5. Visual support for target language is removed, visual support for support language is accessible. 6. minimal teacher involvement and/or error correction 7. accuracy and fluency both present and relevant to the task 8. Learners demonstrate ability to reach SLO (student learning objective). LET’S DO SOME FLUENCY TASKS!
A: Hey! What are you doing? B: I am _____. (but is gesturing something different. A: Oh! Okay! (A gestures what B said they were doing) CREATIVE STORYTELLING:
Good Fortune Sticks
A: Hey! You are soooo lucky!!!! B: Really? Why? A: Listen to your good Fortune! (read stick) B: Wow!! I am guessing that means that (share something from your life that this fits)….. A: I am so happy for you! FLUENCY TASKS – CREATIVE STORYTELLING:
Remember when you……?
A: Hey. Remember when you …..? Can you tell me about it?
B:Yes! (tell the story)
WHAT MAKES SOMETHING FUN? 1. Sense of community 2. Choice 3. Invention, creativity and unpredictability 4. Attainable level of challenge 5. Focus is on learner doing (process not product) 6. Balance Structure and Freedom 7. Sense of accomplishment 8. Your criteria:________________ SPEAKING IS A BEHAVIOR….
Something as simple as fun is the
easiest way to change people’s behavior for the better
So… what if the actual speaking
in the activities was FUN??? ACTIVITY ONE: TRANSFORMING BORING DIALOGUES
A: Hi! How are you?
B: I am fine thanks and you? A: Great! It’s been a long time! What have you been up to? B: I have been working a lot. A: Me too! I have to go. Hey lets talk soon. B: Great! I’ll call you. GOOD FRIENDS AT A STORE
A: Hi! How are you?
B: I am fine thanks and you? A: Great! It’s been a long time! What have you been up to? B: I have been working a lot. A: Me too! I have to go. Hey lets talk soon. B: Great! I’ll call you. FAMILY MEMBERS AT A WEDDING
A: Hi! How are you?
B: I am fine thanks and you? A: Great! It’s been a long time! What have you been up to? B: I have been working a lot. A: Me too! I have to go. Hey lets talk soon. B: Great! I’ll call you. ENGLISH TEACHERS AT A CONFERENCE WHO REALLY ENJOY EACH OTHER
A: Hi! How are you?
B: I am fine thanks and you? A: Great! It’s been a long time! What have you been up to? B: I have been working a lot. A: Me too! I have to go. Hey lets talk soon. B: Great! I’ll call you. ENGLISH TEACHERS AT A CONFERENCE WHO DON’T LIKE EACH OTHER
A: Hi! How are you?
B: I am fine thanks and you? A: Great! It’s been a long time! What have you been up to? B: I have been working a lot. A: Me too! I have to go. Hey lets talk soon. B: Great! I’ll call you. TWO FRIENDS AT A ROCK CONCERT
A: Hi! How are you?
B: I am fine thanks and you? A: Great! It’s been a long time! What have you been up to? B: I have been working a lot. A: Me too! I have to go. Hey lets talk soon. B: Great! I’ll call you. SO WAS IT FUN? WHY? WAS THERE…. 1. Sense of community 2. Choice 3. Invention, creativity and unpredictability 4. Attainable level challenge 5. Focus is on learner doing (process not product) 6. Balance Structure and Freedom 7. Sense of accomplishment 8. Your criteria:________________ ACTIVITY TWO: NO YES/NO BRAINSTORM OTHER WAYS OF SAYING:
YES NO SPEAKING GAMES: NO YES/NO
YES NO Uh-huh Uh-uh Sure Nope Yeah Nah Of course Mm-mm Yup No way I think so Not a chance That’s right I don’t think so You are correct I disagree That’s true Not exactly Exactly ACTIVITY TWO: NO YES/NO Easiest version: Have a conversation and you cannot use yes or no. ACTIVITY TWO: NO YES/NO easiest version: Have a conversation and you cannot use yes or no. Slightly more challenging: Cannot use any of the forms on our list. ACTIVITY TWO: NO YES/NO easiest version: Have a conversation and you cannot use yes or no. Slightly more challenging: Can not use any of the forms on our list. Most challenging: Must end each response with a question. SO, WAS THAT FUN? WHY? Sense of community Choice
Invention, creativity and unpredictability
Attainable level challenge
Focus is on learner doing (process not product)
Balance Structure and Freedom
Sense of accomplishment
Your criteria:________________ ACTIVITY THREE PREPARATION Ona piece of scrap paper write ONE question Make it unusual! What is your name? – Do you have any nicknames? How many people are in your family – Who is the craziest person in your family? ACTIVITY THREE: SNOWSTORM QUESTION GAME
1. Crumple up your paper
2. Throw it in the circle (or at a peer!) 3. Pick-up papers and keep throwing them until I say STOP! SO, WAS THAT FUN? WHY? Sense of community Choice
Invention, creativity and unpredictability
Attainable level challenge
Focus is on learner doing (process not product)
Balance Structure and Freedom
Sense of accomplishment
Your criteria:________________ ACTIVITY FOUR: MINI-DEBATES PREP Find a piece of scrap paper and make it into a ball.
Stand up facing a partner.
Putthe ball on the chair in between
the two of you. ACTIVITY FOUR: MINI-DEBATES Listen to the teacher ONE of you MUST pick up the ball and REPEAT exactly what the teacher says. This is your side of the debate The other one must debate the other opinion. EVEN if you don’t actually believe it! ACTIVITY FOUR: MINI-DEBATES VARIATION FOR LOW BEGINNERS. Listen to the teacher say a category ONE of you MUST pick up the ball and say something from that category and PASS the ball to the other student. The other student must say something else from the category. Students say words back and forth until one can’t think of a word. SO, WAS THAT FUN? WHY? Sense of community Choice
Invention, creativity and unpredictability
Attainable level challenge
Focus is on learner doing (process not product)
Balance Structure and Freedom
Sense of accomplishment
Your criteria:________________ PLAYING WITH PRONUNCIATION Try to speak English with an native accent that is different from your own! Try a second and/or third accent! Try to speak English with an American, British, Indian, German, Australian, French.... ANY accent! Try to speak L2 with a heavy English/ British/ American accent! Try to speak L2 without a heavy accent! Why play with pronunciation? SO, WAS THAT FUN? WHY? Sense of community Choice
Invention, creativity and unpredictability
Attainable level challenge
Focus is on learner doing (process not product)
Balance Structure and Freedom
Sense of accomplishment
Your criteria:________________ TRANSFORMING YOUR OWN ACTIVITIES
Look at your list of when
speaking is not fun. Brainstorm ways that you can transform those activities. Choose one activity to present to the group. WHAT IS ON YOUR MIND/IN YOUR HEART?
What do you think about ECRIF
and FUN in speaking activities? What is important to you about the last hour of your life? What questions and/or comments do you have? THANK YOU!! THANK YOU!! THANK YOU!! THANK YOU!! THANK YOU!!
