Bridging Research and Practice
Professional Development Resources for L2 Teaching and Learning
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.
Hélade Santos: 1) provides a working definition of authentic language materials; 2) discusses how authentic materials can be used in the second language classroom; and 3) shows examples of how she uses authentic materials in her classes.
Maryam Emami: 1) discusses how IC can be assessed in the second language classroom; 2) demonstrates her methods of assessment of IC, including her rubric; and 3) provides examples of the cycle of instruction and assessment of IC that she implements
Students are guided to analyze and practice: a) how to extend an invitation; b) how to accept an invitation; and c) how to politely refuse an invitation.
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.
Scott Walters (University of Illinois at Urbana-Champaign): 1) introduces and defines test specs; 2) discusses the reasons for using test specs in L2 assessment; 3) analyzes some existing test specs and sample items; 4) provides an example of and opportunities
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
About this workshop Introduction In this workshop, Silvia Kunitz discusses multipart oral exams and how they can be analyzed through a conversation analytic lens. She introduces the rationale behind multipart-oral exams, i.e., a testing format that allows the assessment of
Students are guided to notice the difference between form and function and to move away from the idea that only the preterit and imperfect forms can be used for narrating in the past.
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 examine and analyze how language is used in request sequences. The analysis leads students to discover specific sentence patterns and word choices that can be used to mitigate requests.
Students are guided to determine which forms are acceptable for talking about the future when texting and are asked to compare and contrast their answers with those of native speakers.
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).
Liang Fu (CLIC, Rice University): 1) shares her approach to a Chinese language course for health professionals (CHIN 319), with an emphasis on interactional competence (IC); 2) explains how the students were guided to discover the interactive features and social
Victoria Abad (CLIC, Rice University): 1) showcases the Spanish language course for health professionals, with emphasis on the incorporation of interactional competence (IC); 2) addresses the challenges of introducing IC; 3) guides languages teachers through the process of introducing IC; 4) presents lesson
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.