Download Text chat - CafeBiene

INTENT
The most difficult part of learning a foreign
language according to most experts in the field, and
I would have to agree, is speaking. To that end, I
have developed a strategy that focuses on oral
communication, but incorporates many other facets
of language learning as well.
NEED
 The skill I most want my students to develop, is the ability to
“think on the fly,“ to “say it another way,“ and to be free of
the fear of making a mistake. By creating an environment
that reduces students’ anxiety about speaking, I anticipate
students will be more willing and able to produce language
by “scaffolding” what they know to test new language that
they are not as comfortable with.
Research
 Computer-mediated communication or CMC has “shown
promise in reducing FL anxiety and communication
apprehension by providing an entirely different modality of
interaction that seems to lower inhibition” (Arnold, 2007).
 Once this apprehension sets in, students overall “output” in
the foreign language is reduced and this “in turn [might]
negatively affect their progress in FL learning” (Arnold,
2007)
Research continued
 Of all the language skills, oral skills have the most diverse
range of CALL [computer-assisted language learning]
technologies and approaches available.
 Obvious forms of voice communication include voice chat,
audio blogs, podcasts, audio/video conferencing or Skype.
 They also include text chat. “Although text chat has value for
writing . . . it is also employed to enhance oral production”
(Levy, 2009)
Research continued
 I would like to incorporate forms of synchronous (real-time)
and asynchronous (delayed-time) communication in the
classroom.
 Both forms of “computer-mediated communication” (Arnold,
2007) or CMC have been shown to “create a low stress, low
anxiety setting, which enables all learners to be a part of the
discussion.”
Plan of Action
 Each unit in our textbook Deutsch Aktuelle ends with a
“chapter” from a DVD Program called Treffpunkt Berlin
(Café Julia).
 Café Julia is a “soap opera” style, authentic story of a group of
teenagers in Berlin.
 Each chapter in Café Julia contains new vocabulary and
grammar that coordinates with the current unit/chapter.
 Café Julia maintains a continuous story line that weaves
throughout the various episodes. My plan is, instead of end
the unit with Café Julia, why not begin the unit with it?
Strategy
 Teacher uses Wiki to post weekly assignments on classroom
“Café BieneWiki” assignment page. This would be updated
on a weekly basis. Assignment includes:
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outline of new grammar structures
list of new vocabulary (without definitions)
review previous chapter’s grammatical structures
anticipation guide (with each new unit)
character development strategy
summary of project due for end of unit
time table for work, etc.
and rubric
Day One
 Day 1: Multi-media classroom
 Students view Café Julia in media classroom without German
subtitles
 Work independently on anticipation guide online
 Review vocabulary; visit CRAFT “Picture Dictionary” for
compilation of vocabulary words.
 Homework:
 Begin working on character development for role play.
 Vocabulary Literary Graffiti assignment. Using Shockwave
Player.
Day Two
 Day 2: Multi-media classroom
 Students view Café Julia again in media classroom, this time
with German subtitles.
 Text chat with one another about what they wrote on
anticipation guide. What’s coming next? Thoughts about
characters? Questions about vocabulary or setting.
 Homework:
 blog about your text chat discussion that took place in class on
your Wiki page.
 Finish character development for role play.
Day Three
 Day 3: Multi-media classroom
 Teacher reviews new grammar and vocabulary using Smartboard
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technology.
Students present Bild Wörter using Smartboard and speaking auf
Deutsch.
Teacher assigns partners.
Partners review sample interview questions with partners via text
chat.
Homework:
Blog about class today. Post to Wiki page. Comment on one other blog
from this week.
Language structure worksheet.
Day Four
 Day 4: Regular classroom
 Students finish presentation of BildWörter using Smartboard
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technology
Students play “Das ist ein Koffer; das ist eine Tasche”
(Adapted from “This is an Apple”) (Kist, 2010).
New sentence structure work using interactive Smartboard.
Students create “Random Phrase Poem” (Kist, 2010) using
new sentence structure.
Students interview each other (face-to-face chat) about roleplay character.
Day Five
 Day 5: regular classroom
 vocabulary/grammar quiz
 Impromptu class drama. Teacher chooses random characters
to interact (Café Biene). Students rehearse for 5 minutes. 5
minute presentation. Must include introduction of each
other’s character. Opportunity for speaking “off the top of
their head.”
 Homework: blog about today’s activities. Post to Wiki.
Project
 Project due at end of unit:
 Teacher divides class into 3 small groups.
 Each group writes script: post on Wiki
 Students review each other’s scripts/comment on Blog
 Students perform drama before each new unit/chapter of
Café Julia.
 Drama MUST include new vocabulary/new grammar.
 All postings MUST include new vocabulary/grammar. Links to
definitions of new vocabulary (either definition or picture).