1. Definitions are important.
  1. pg. 15 From Last Week: What is communication?
  1. expression
  2. interpretation
  3. negotiate meaning
  4. (purpose)
  1. pg. 25
  1. communication requires two or more autonomous participants
  1. the more one controls the interaction, the less it is communication!
  2. How do students become autonomous participants in discourse not reliant on classroom discussion (Leave open for next week)
  1. Finding a balance
  1. input is key
  1. IRE - hahahahaha ire is anger. like you should feel if you only do IRE for your classes--classes cannot be just question and answer. negotiate meaning. ask for real opinion and wait for it like Aaron Burr. I’m tots using that line.
  2. circling
  1. how can we move away from thinking about this like Q and A and think more about negotiating meaning?
  2. a question: How do we change what we do to further work within CI and the communicative classroom?
  1. ping pong game of Q and A

LESSONS for ANALYSIS: TAs in second semester of teaching attempting to use communicative approaches

  1. Lesson 1
  1. creating a person and description/discussion--I love the group work in this.
  1. IRE is present in excerpt 1
  1. teacher removes opportunity to negotiate meaning while using IRE sequence
  1. The questions literally just list back the information that the group just spoke. AND they are only addressed to the speaking group, instead of checking comprehension among the rest of the class.
  2. Could spend that time, instead of questioning the group itself, asking the class to compare. Compare to celebrities (Does Obama have three legs?), compare to other groups (which group also had a green-faced person?), claim that there are twins for these people in the class or that the teacher is a twin (wow! that looks just like me! I also have an orange mouth), discuss whether these could be standards for beauty.
  1. Example from Miriam -- We did something similar with Ben Slavic’s Invisibles activity. It was a sub day -- when I came back, we did picture descriptions and then discussed in Latin the image students drew vs. the image the group had drawn the previous day. Students expressed what they thought I had meant when I said X and therefore had drawn Y…. and then compared to the group’s drawing in their own terms
  2. Important takeaway is that while groups were given a purpose--negotiate a human and describe— and a purpose in listening to each other — be ready to compare--the teacher made the second purpose meaningless by taking over the interaction
  1. Excerpt 2
  1. discussion as “the consideration of a subject by a group”
  1. topic excluded more than it included
  1. how can we make our teaching and discussions more inclusive?
  2. Rachel sees the second part--extraction vs exchange--as a flaw in her own teaching
  1. Lesson 2
  1. excerpt 3--all the silence implied that she was talking way over their head and asking questions that students were not prepared for (comprehensible output?). communicating with herself
  2. excerpt 4: Gratuitous Group Work
  1. does not require negotiation of meaning--something that can be achieved as easily (or easier) via independent work
  2. is not woven through rest of class
  3. Compared to previous class’ group work, huge difference
  1. excerpt 5: communication curtailed
  1. based on high-stress activity
  2. genuine communicative exchange--but ignored student responses
  3. gave up negotiating meaning near the end
  1. Lesson 3
  1. Silencing the student…! I was shocked.
  1. The teacher effectively silences the student while she is trying to express an opinion
  1. asking broad questions with single answer
  2. chastising students for asking questions (who cares if we’ve studied the word)
  3. giving grammar when unasked for
  4. interrupting
  5. assuming response is known by teacher
  1. abandoning topics when met with silence
  1. studies --- teachers need to give more pause and quiet for students to process and respond (yes, it’s uncomfortable)
  2. a question: How can we invite response and discussion and keep content compelling and affective filter low?
  1. Some Ideas for how to move away from IRE and negotiate meaning
  1. Round Table
  1. students must negotiate meaning in their own groups AND consider what other groups have decided. They “vote” on correct vs incorrect answers. Answers can become notes or discussion points. Students negotiate meaning and discover multiple ways of looking at something in target language and culture.
  2. does not necessarily require class interaction as a whole…. changes can be made