Interpersonal Communication:
What’s in Your Tool Box?
Friday, January 18, 2013
Joshua Cabral
Brookwood School, Manchester, MA
Massachusetts Foreign Language Association
www.activecommunication.wordpress.com
Pike, R. W. 1989. Creative Training Techniques Handbook
Workshop Objectives
 Define and classify communication
tasks and objectives:
 Presentational
 Interpretive
 Interpersonal
 Integrate interpersonal goals, tasks
and activities into classroom
communication objectives
Workshop Plan
Characteristics of 3 modes of communication
Tools for encouraging and scaffolding
interpersonal communication and
student confidence.
3 Modes of Interpersonal Communication
 Performance
 Transaction
 Interaction
Activities and tasks designed to scaffold
speaking objectives and goals
Presentational Communication
Interpretive Communication
Interpersonal Communication
What is the mode of communication?
1. Prepare a poster about your favorite sport.
2. Watch a travel video and jot down places of interest.
3. Talk about what to do on the weekend.
4. Send a letter to an e-pal.
5. Create a graphic organizer for new vocabulary.
6. Create a skit where you buy something in the market.
7. Find out the favorite foods of 4 of your classmates.
8. Read the dialog in the textbook with a partner and modify
the information so that it pertains specifically to you.
9. Choose a character from the story the class is reading and
respond to the interview questions of a classmates with the
persona of the character.
10. Listen to class presentations and write down 2 questions
for the presenter.
What is the mode of communication?
 Small group discussion
 Share findings
Interpersonal Communication
IS NOT:
One-way communication
Memorized
Only asking (all) the questions
IS:
Two-way exchange
Spontaneous
(and unpredictable)
Helping each other
Strict turn taking
Following-up and reacting; maintaining
the conversation
Ignoring your partner; waiting to say
something
Indicating interest: interactive body
language; eye contact
Overly concerned about accuracy
Focusing on the message (fluency)
Giving up when you don’t understand
If communication fails/falters, asking for
clarification
Scaffolding
communication
Encouraging student
confidence
Functional Chunks of Language
 Students don’t get enough opportunities to use the
target language. Teachers do most of the talking.
 Functional Chunks of Language phrases or words
that students learn as a chunk without necessarily
understanding the structure.
 Students learn where and when to say them (i.e. the
function).
 Functional Chunks of Language empower
students to use the language early and often.
Functional Chunks of Language
•
•
•
•
•
•
•
•
•
•
•
•
•
•
How do you say…in….?
What does …mean in…?
How do you spell…?
I forget my…
Can I borrow a…
I need a …
Can I go to the bathroom.
I’m not feeling well?
What page?
Can you repeat that please?
Can you please say that more slowly?
What is the homework?
Can we start the homework now?
What is the date?
Functional Chunks of Language
Language Ladders
 Words or phrases that are linked together because of a
common function or meaning.
 Similar way to Functional Chunks, but with variety and
choice.
 Various possibilities and students choose depending on
how they feel about a topic or how formal or informal
they should be with the language that they are using.
 Offer students an opportunity to personalize their
language.
Language Ladders
Language Ladder that students can access to say why
they don’t have their homework:
•
•
•
•
•
•
•
•
•
I was very busy with other homework
I was very tired
I did not feel well/I was sick
I had to go out with my family
I did not understand the directions
I forgot my book in school
I wrote down the wrong assignment
I had a late sports practice
My dog ate it
Fluency and Accuracy
 Fluency:
 The natural use of language that occurs when a speaker
takes part in meaningful interaction.
 Maintains communication despite inaccuracy.
 Require negotiation of meaning and addresses
misunderstandings.
 Accuracy:
 Focuses on creating correct of language use and structure.
Fluency and Accuracy
 Fluency-Focused Activities:
• Reflect natural use of language
• Focus on achieving communication
• Focus on meaningful use of language
• Employ communication strategies
• Do not use predictable language
• Link language use to context
 Accuracy-Focused Activities:
• Focus on correct examples of language
• Use language out of context
• Focus on producing small amounts of language
• Don’t focus on meaningful communication
• Dictate language structures and vocabulary
Fluency and Accuracy
 There is a place for both types of activities in the foreign
language classroom.
 Traditional teaching methods have focused more attention
on accuracy of language at the expense of fluency.
 In the communicative language classroom instruction should
provide a balanced approach that gives students
opportunities to build fluency, while at the same time tending
to the accuracy of their language.
Target Language Use
o Students often revert to their native language when doing
group work. Consider the following when creating activities.
 Is the activity at the right level for the students?
 Are all the students actively involved and is the activity
stimulating and of interest to the group and individual
students?
 Is the timing of the activity hindering the execution?
 Are students using the target language even when they
know the teacher is not listening?
Assessment
Assessment
John C.
+
−
✓
✓
+
+
✓
✓
18
Modes of Interpersonal Communication
Performance
Public, prepared
Transaction
Give or receive provided information
Interaction
Turn-taking, unprepared
Performance Activities
Prepared
Free-writing
Mapping
Active
Communication
in the Global
Classroom
actores
lugares
actividades
tema
Los juegos
del
hambre
Performance Activities: Presentations
Sales pitch
Open House
Transaction Activities-Large Group
Give or receive provided information
Twins
Twin Template
Active
Communication in
the Global
Classroom
Active
Communication in
the Global
Classroom
Je/Yo
Active
Communication in
the Global
Classroom
Nous/Nos
otros
Tu/Tú
Vous/
Usted
Il/Él
Elles/
Ellas
Active
Communication in
the Global
Classroom
Active
Communication in
the Global
Classroom
X
X X  X X X X X X
X
X
X
Transaction Activities-Pair
Transaction Activities
Active
Communication
in the Global
Classroom
Guess What
Transaction Activities
Active
Communication
in the Global
Classroom
X
X X X X X X X X  X 
X
X
Transaction Activities
Active
Communication
in the Global
Classroom
Transaction Activities
Active
Communication
in the Global
Classroom
Transaction Activities
Active
Communication
in the Global
Classroom
Transaction Activities
Search and Find
Active
Communication
in the Global
Classroom
Transaction Activities
Search and Find
Transaction Activities
Transaction Activities
Interaction Activities
Turn-taking, unprepared
Find someone who responds affirmatively to each question.
Once who find someone, find out two additional pieces of information
from the person, such as:
Where?
When?
With whom?
Why?
How well?
At what time?
Which one?/ What kind?
Survey
Complete this activity with 4 people.
Interaction Activities
Survey
Interaction Activities
Survey
Interaction Activities
Survey
Interaction Activities
Circumlocution
Circumlocution is a strategy for describing
or defining a concept instead of saying or
writing the specific words.
Students should be taught how to so this
and the teacher can give them tools to help in
the process.
Interaction Activities
Circumlocution
Suggestions for teaching students the art of circumlocution
explicitly:
Use vocabulary that you already know.
Try to think of another way to convey the message.
Describe the concept. Explain who uses it, why it’s used,
or where.
Use a synonym.
Explain what and object is not.
Interaction Activities
Circumlocution
En français
En anglais
Active
Communication
in the Global
Classroom
Il/elle est (court(e), énorme, grand(e), large).
It is (short, enormous, big, long). . .
C’est quand . . .
Il/elle est fait(e) de (brique, bois, métal,
papier, plastique) . . .
It’s when . . .
It’s made of (brick, wood, metal, paper,
plastic) . . .
C’est le processus de . . .
C’est l’action d de . . .
C’est la chose que/qui . . .
C’est ce que . . .
C’est un appareil que/qui . . .
C’est un endroit où . . .
C’est un objet que/qui . . .
C’est un (catégorie: animal, nourriture, fruit,
liquide, véhicule, etc.) que/qui . . .
It’s the process of . . .
It’s the action of . . .
It’s the thing that . . .
It’s what . . .
It’s a machine that . . .
It’s a place where . . .
It’s an object that . . .
It’s a (catagory: animal, food, fruit, liquid,
vehicle, etc.) that . . .
C’est une personne qui . . .
Ça ressemble à . . .
Ça sert à . . .
Il/elle a la forme (circulaire, ronde, carrée,
triangulaire, rectangulaire).
It’s a person who . . .
It looks like/seems like . . .
It’s used for . . .
It has a (circular, round, square, triangular,
rectangular, etc.) shape.
Interaction Activities
Circumlocution
Active
Communication
in the Global
Classroom
Comment?
C’est une action, un appareil, un endroit,
une personne, etc.?
What? Huh?
Is it an action, a machine, a place, a person,
etc.?
Pourriez-vous parler plus clairement, s’il
vous plaît?
Can you speak more clearly, please?
Pourriez-vous parler plus lentement, s’il
vous plaît?
Can you speak more slowly, please?
Pourriez-vous répéter, s’il vous plaît?
Can you repeat it please?
Qu’est-ce que c’est?
Qu’est-ce qui s’est passé?
¿Que veut dire le mot/la phrase ---?
What is it?
What happened?
What does the word/phrase --- mean?
Expliquez le mot/la phrase ---, s’il vous plaît.
Explain the word/phrase ---, please.
Je ne comprends pas le mot ---.
Je ne comprends pas la première/dernière
partie.
I don’t understand the word ---.
I don’t understand the first/last part.
Interaction Activities
Circumlocution
Active
Communication
in the Global
Classroom
En español
Es (corto, enorme, grande, largo) .
Es cuando . . .
Es de (ladrillo, madera, metal, papel, plástico) . . .
En inglés
It is (short, enormous, big, long). .
It’s when . . .
It’s made of (brick, wood, metal, paper,
plastic) . . .
Es el proceso de . . .
Es la acción de . . .
Es la cosa que . . .
Es lo que . . .
Es un aparato que . . .
Es un lugar donde . . .
Es un objeto que . . .
Es un/a (CATEGORÍA: animal, comida, fruta,
líquido, vehículo, etc.) que . . .
It’s the process of . . .
It’s the action of . . .
It’s the thing that . . .
It’s what . . .
It’s a machine that . . .
It’s a place where . . .
It’s an object that . . .
It’s a (CATEGORY: animal, food, fruit, liquid,
vehicle, etc.) that . . .
Es una persona que . . .
Parece a . . .
Se usa para . . .
Tiene una forma (circular, redonda, cuadrada,
triangular, rectangular).
It’s a person who . . .
It looks like/seems like . . .
It’s used for . . .
It has a (circular, round, square, triangular,
rectangular, etc.) shape.
Interaction Activities
Circumlocution
¿Cómo?
What? Huh?
¿Es una acción, un aparato, un lugar, una
persona, etc.?
Is it an action, a machine, a place, a person, etc.?
¿Puede hablar más claramente, por favor?
Can you speak more clearly, please?
¿Puede hablar más despacio, por favor?
Can you speak more slowly, please?
¿Puede repetirla, por favor?
Can you repeat it please?
¿Qué es?
What is it?
¿Qué pasó?
What happened?
¿Qué significa la palabra/frase ---?
What does the word/phrase --- mean?
Explique la palabra/frase ---, por favor.
Explain the word/phrase ---, please.
No entiendo la palabra ---.
I don’t understand the word ---.
No entiendo la primera/última parte.
I don’t understand the first/last part.
Interaction Activities
Turn-taking, unprepared
Sorting categories
Camille Claudel
MC Solaar
Zinedine Zidane
François Hollande
Léopold Sédor Senghor
Alexandre Dumas
Louis Braille
Francis Cabrel
René Lévesque
Simone de Beauvoir
George Sand
Frédéric Chopin
Marie Antoinette
Marie Curie
Nicholas Sarkozy
Miriama Bâ
Jacques Prévert
Edith Piaf
Gustave Flaubert
Michel Tremblay
Jacques Pépin
Catherine Deneuve
Coco Chanel
Céline Dion
Interaction Activities
Sorting categories
Beber
Cocinar
Mirar
Esquiar
Manejar
Dibujar
Pescar
Jugar
Nadir
Llorar
Correr
Lavar
Bailar
Cantar
Trabajar
Caminar
Hablar
Comer
Estudiar
Viajar
Visitar
Leer
Escribir
Comprar
Vender
Dormir
Interaction Activities
Sorting categories
Boire
Cuisiner
Regarder
Faire du ski
Conduire
Dessiner
Faire de la pêche
Jouer
Nager
Pleurer
Courir
Laver
Danser
Chanter
Travailler
Marcher
Parler
Manger
Étudier
Voyager
Visiter
Lire
Écrire
Acheter
Vendre
Dormir
Interaction Activities
Sorting categories
Drink
Cook
Watch
Ski
Drive
Draw
Fish
Play
Swim
Cry
Run
Wash
Dance
Sing
Work
Walk
Speak
Eat
Study
Travel
Visit
Read
Write
Buy
Sell
Sleep
Interaction Activities
Sorting categories
 Pair activity with vocabulary words
 Make note of the phrases that you use to
communicate with your partner.
 What types of phrases or words are needed
to maintain communication and avoid a
breakdown in meaning and understanding?
Speaking Activities Using Pictures
Using Visual Material in the Foreign Language Classroom
Compiled from the work of Harry Grover Tuttle
7) One student orally describes a picture to a second student
who then draws a copy of it.
8) One student orally describes a picture to another student
who then is given a choice of pictures and must choose the
one described.
Interpersonal Activities?
 Small group discussion
 An activity you have done in
class that could be more
interpersonal. How?
Modifications?
 Share findings
Joshua Cabral
Brookwood School
Manchester, MA
flclassroom@gmail.com
Interpersonal Communication:
What’s in your tool box?
www.activecommunication.wordpress.com
www.wlteacher.wordpress.com