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.

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.

INTENT

NEEDThe 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.

ResearchComputer-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 continuedOf 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 continuedI 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 ActionEach 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?

StrategyTeacher uses Wiki to post weekly assignments

on classroom “Café Biene Wiki” assignment page. This would be updated on a weekly basis. Assignment includes:outline of new grammar structureslist of new vocabulary (without definitions)review previous chapter’s grammatical

structuresanticipation guide (with each new unit)character development strategy summary of project due for end of unittime table for work, etc.and rubric

Day OneDay 1: Multi-media classroom

Students view Café Julia in media classroom without German subtitles

Work independently on anticipation guide onlineReview 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 TwoDay 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 ThreeDay 3: Multi-media classroom

Teacher reviews new grammar and vocabulary using Smartboard 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 FourDay 4: Regular classroom Students finish presentation of Bild Wörter using

Smartboard technologyStudents 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 role-play character.

Day FiveDay 5: regular classroom

vocabulary/grammar quizImpromptu 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 WikiStudents review each other’s scripts/comment on

BlogStudents 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).