Definitions

1. Reminder that Communication is the expression, interpretation, and negotiation of meaning
2. Communicative Language Ability: the knowledge learners have of the language and the capacity for acting on that knowledge p. 99  ( table 7.1); quote from pg. 99

1. The goal is for communicative ability to match native ability with language.
2. “a native speaker of Japanese does not construct discourse in the same way as does a native speaker of Arabic” p. 100

1. English - My name is Miriam/I’m Miriam
2. Latin - nomen mihi est Miriam/appellor Miriam/sum Miriam

1. the name for me is Miriam/ I am called miriam/I am Miriam

3. Spanish- me llamo Miriam/yo soy Miriam

1. I call myself Miriam/I am Miriam

4. Arabic - إسمي مريم

1. My name Miriam

5. Mandarin - 我叫Miriam/我是Miriam

1. I call Miriam/I am Miriam

Topical

1. Building linguistic support is not the main event--communication is, so we can build multiple types of support as students need into our communicative tasks. Support can be lexical, grammatical, or illocutionary

1. Definition! But I think it’s better here than above. illocutionary force of communication: function, purpose, and intent with which we use language. It’s clearer when broken down into separate illocutionary functions:

1. ideational — expressing meaning in terms of our experience in the real world; this function is factual but experience-based. Amy’s Ice Cream in Austin is clearly the best ice cream in the world.
2. manipulative — expressing meaning in order to affect the world around us, to get things done, to control the behavior of others; request without requesting. Children are masters of this--my favorite is my 3 yo son’s “What’s that?” whenever someone had something he wanted to eat.
3. heuristic — extend our knowledge of the world around us; acquire knowledge. “What’s that?” pointing at something other than a cookie.
4. imaginative — create or extend our world for humorous or aesthetic purpose. (jokes/poetry). There was no ice cream example for this one, which was a disappointment.

2. Language tasks should include opportunities to use all four (though they really mean three in their examples) types of illocutionary functions. In fact, table 7.2 stretched my understanding — they consider verifying their answers manipulative, which implies that manipulation could be just the action of stating your opinion, perhaps because you try to convince someone you are right.

2. Not only does a well-designed task-based lesson use a series of tasks to accomplish a goal, but the activity could create a common information base for discussion of relevant topics, issues, and ideas. In table 7.5 the questions are very open, which means higher-level capacity to discuss, and thus the tasks leading to the discussion must build in competence for that discussion.
3. Textual competence: discourse should be appropriate to the language use context and should efficiently achieve its communicative goals p. 103

1. cohesion: many statements form one message

1. Cohesion may be aided by looking at the language skills needed and scaffolding linguistic conventions to get students there

2. rhetorical organization: overall conceptual structure of a message—style and delivery

1. Mainly consists of topic nomination, topic development, and conservation maintenance.
2. Provide students with strategies and technique for turning the discourse over to others

3. Civil War tasks: this week (only partially there in terms of linguistic support tbh)

1. End Goal: To evaluate the probable outcome of other characters’ storylines

1. to synthesize: individuals look at the current “news,” last week’s “news,” and anything else that has happened between characters on twitter, searching for pertinent information and action: this practice is modeled for them by the “news” stories themselves.
2. to agree/disagree: each “persona” group decides together what they think is important to their character and will affect the character’s decisions: they have had simple phrases such as “consentio” to help them discuss and agree.
3. to present: each persona group organizes information into an easily digestible, visually organized format so outside members can comprehend their character’s situation (practiced in all our classes, but not really scaffolded)
4. to conclude: reading the information presented by the other groups, each student chooses one character they think will be successful and one they think is doomed, and marks each with a gold or red star. (no scaffolding, but is an action that requires little production)

4. Grammatical Competence

1. Important question: how can grammar instruction support the expression, interpretation, and negotiation of meaning? p. 108
2. It is important to model the correct forms, as part of your linguistic and grammatical support for tasks.