2) context sensitive, and
3) inescapably co-constructed by participants.
Within this framework, the focus is on the resources (linguistic and otherwise) and practices (ways of conducting an action) that participants use to understand each other and to meet interactional goals. Teaching materials designed for IC generally include the use of authentic/unscripted interactional data, and tasks that require students to interact in meaning-focused ways.
About this workshop Introduction Dr. Richard Young (University of Wisconsin-Madison) discusses the concept of Interactional Competence (IC), situating it historically among different understandings of competence as have been defined in linguistics, and defining it based upon what language users have
About this workshop Introduction Communication strategies have been defined in Second Language Acquisition as compensating for a lack of linguistic competence, and as requiring planning. This workshop problematizes this view, suggesting that a focus on interaction as action (as presented
About this workshop Introduction This workshop focuses on open-ended role plays that center around interactionally / pragmatically sensitive situations, with two goals in mind: 1) To provide examples to show how being polite or impolite is done (including phenomena such
In this workshop we discuss: – the instructional phases used for teaching IC; – a sample lesson that focused on IC in German; – and how to develop IC-related tasks for the classroom. Download presentation Sample class
In this workshop we discuss: – the definition of intercultural knowledge; – how this was incorporated into a sample lesson plan in Spanish; – and how to create a lesson focusing on intercultural targets. Download presentation Sample class
Kevin García Cruz (CLIC, Rice University): 1) introduces and discusses his approach to teaching conversational features in the L2 classroom, which includes: a reflection on language usage in the students’ L1; a contrastive analysis of L1 and L2 conversation closing sequences; an analysis
Katharina Kley (CLIC, Rice University) discusses (1) making students aware that minimal expansions occur in both English and German; (2) having students identify minimal expansions in authentic English and German interactions, and contrast and compare expansions in both languages; and