Edited versions of classes taught at CLIC showcasing examples of teaching objectives and methodological procedures used to teach intercultural communication and to engage students in critical thinking through second language learning.
Students are guided to analyze the discourse functions of three expressions of agreement – 好(hǎo) , 好的(hǎo de), 好啊(hǎo a) which are used frequently in natural conversation. Then, students write short skits using these features.
In this lesson, students are guided to analyze the basic structure of a narrative, noticing the beginning, middle and ending and conjunctions/time phrases used to connect sentences. Then, students in pair construct a narrative based on what they have learned.
This lesson is intended to follow the lesson on requests. Here, students analyze the linguistic and sociocultural practices used to reject a request appropriately in various contexts.
Students are guided to explore the lexical, structural and discourse features employed by native speakers in a doctor-patient conversation. In doing so, they develop the understanding of not only the linguistic but also the sociocultural aspects of the language. Workshop
Students are guided to analyze the language used in interviews with Chinese native speakers about their views of ‘hometown.’ Rich cultural values are reflected in their word choices, voices, registers, and perspectives in the language.
Students are guided to identify the presence of discourse fillers in a natural conversation, to develop awareness about the collaborative nature of spoken interactions, and to develop the ability to apply features of collaborative discourse to any conversational setting.
Students develop the awareness of an interaction as a co-constructed process between the speaker and the listener, and they gain the ability to take on the role of active listener by practicing the use of topic expansions in a conversation.
Students are guided to analyze how listeners show affiliation and formulate assessments as they respond to prior turns in ordinary conversation.
This sample lesson plan provides practical ideas for teaching responsive turns in Korean as a second language using authentic language data to enhance students’ recognition and production of responsive turns and their various functions.
In this lesson, students explore common responders in Spanish used to indicate that one is following and understanding what is being said during a conversation. Attention will also be paid to continuers such as “ah” and “ajá” and responders used
Students are guided to recognize common practices used to indicate that a conversation is winding down and that it is time to conclude it. Specifically, we look at pauses, interjections like bueno or pues (“well”), and phrases such as tengo
Students learn about ways to expand a conversation by asking follow-up questions, making additional comments, and stating opinions. Additionally, they are guided to notice features such as overlaps and interruptions and how they occur in spontaneous (unplanned) conversations.
Students are instructed to write a narrative. They are guided to compare their own grammatical structures used in the narrative with those used by Julio Cortázar in a short story and those used by a native speaker of Spanish.
Students observe, analyze, and practice the use of object pronouns that express possession.
Students compare an authentic consultation at the doctor’s office with a similar recording from a Spanish textbook. They are guided to notice and reflect on the features of a spontaneous doctor-patient interaction in order to develop conversational skills that are
Students examine language use during an authentic doctor-patient interaction. After guided analysis, they compare their findings from the authentic interaction with a role-play. Workshop
Students listen to a phone conversation, work on the content of the dialogue, try to deduce the state of mind of the speakers, and reconstruct the conversation in the context of real-life conversations.
Students are guided to find the different positions and forms of the adjectives used in native speakers’ language samples and determine the rules that govern their use.
Students are guided to determine the difference between form and function when choosing between the preterit and present perfect, and to make verb tense choices according to context (e.g., political biography).