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vardit ringvald. 2. An interactive classroom is a place where learners are encouraged to communicate with peers and teachers in a meaningful way. To engage meaningfully communicative text. vardit ringvald. 3. Lee defines meaningful communication as: Expression, interpretation and negoti
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1. vardit ringvald 1 The Interactive Language Classroom: Vardit Ringvald Ph.D Director of Hebrew and Arabic Languages program Brandeis University Waltham MA e- mail: Ringvald@brandeis.edu
2. vardit ringvald 2 An interactive classroom is a place where learners are encouraged to communicate with peers and teachers in a meaningful way. To engage meaningfully – communicative text
3. vardit ringvald 3 Lee defines meaningful communication as: “Expression, interpretation and negotiating of meaning” (Lee …)
4. vardit ringvald 4 Lee claims that the act of communication can be viewed as a social activity: “To assert that language learners are communicating Is to assert that they are given opportunities to say what mean and to work towards a mutual understanding with other interlocutors.” (Lee.. )
5. vardit ringvald 5 The Importance of Creating an Interactive Classroom:
6. vardit ringvald 6 Creates useful learning opportunities in which the teacher presents the linguistic model in a way that is interactive and therefore meaningful to the learner. These opportunities are particularly useful because they individualize the learning process, whether overtly or covertly. (Allwright) Video- Vardit
7. vardit ringvald 7 Creates opportunities for target language practice; turns “knowledge that” into “knowledge how” by asking learners to practice “realistic” interaction activities so that they are skilled in what they have learned about. (Allwright) Video The name
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9. vardit ringvald 9 Interaction allows for language development. The acts of expression, interpretation and negotiating of meaning “are not only the mechanisms whereby people deploy their current linguistic resources…but also the mechanisms whereby they simultaneously develop them…” ( Allwright 6)
10. vardit ringvald 10 In order to create language development, interaction must be: “Seriously meaningful, about matters of serious concern to the participants and therefore conducive to a serious attempt to communicate…” (Allwright 7) *Learning occurs through interaction. (Vygotsky’s socio-cultural theory)
11. vardit ringvald 11 Interactive classroom = Task-oriented classroom According to Lee: Task-based activity focuses on:
problem solving
consensus building
These characteristics not only promote the active participation of each individual class member, but also provide learners with varying degrees of linguistic support.
12. vardit ringvald 12 Task= the behavioral blueprint, Activity= the behavior produced when an individual or group performs the Task. (Coughlin and Duff) Brooks and Dedonato claim that students require the freedom to construct their verbal activity, while accomplishing the Task, so that the target language is acquired.
13. vardit ringvald 13 In order to maximize learners’ language development, Task should be carefully conceived beforehand.
A loose framework may lead students to negotiate meaning in areas in which they have no appropriate linguistic support and may therefore cause them frustration.
Tasks can be preformed by:
individual
pairs
group
14. vardit ringvald 14 How to construct a task (for all skills for all levels): 1. To identify the purpose of the Task:
To create useful learning opportunities- (new material)
To turn knowledge that into knowledge how- (practice)
To make language development happen – (reinforcement)
15. vardit ringvald 15 2. To articulate the goal of the task:
What learners will be able to produce linguistically by the end of the task in terms of:
Content/context: - The theme / The environment
Task/function:- Talk, describe, narrate argue
Text type: - Length, Type of discourse
Grammar aspects: -Verbs, Structure
Accuracy: - The expected quality
16. vardit ringvald 16 For example: To create useful learning opportunities- To present new material: Goal: By the end of the task all learners will be able to get familiar with the vocabulary that relates to the members of the core family They will be able to connect particular names to their role in the family when appearing in a format of a list or of isolated words They might have difficulties remembering the list by heart, and may need support
17. vardit ringvald 17 See how the task is articulated for the learners. Sara and Uri published the following announcement in the newspaper about the birth of their grandchild, Tamar. Complete the missing information by writing the correct relationship from the list on the right (look at the family tree in the previous pages):
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21. vardit ringvald 21 2. To help learners turn “knowledge that” to “knowledge how” (Practice ) Goal:
By the end of the task student will be able to describe their health using the structure “ it hurts” in the context of their own experiences.
They will able to connect the structure with different parts of the body using phrases and short sentences. They will able to describe in 2-3 simple combined sentences the reasons for their feelings.
They will make some errors in gender agreement.
Task:
Complain to your Israeli summer-camp counselor about the bad food and sleeping arrangements, which made you quite ill. Use
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22. vardit ringvald 22 Additional examples: Goal:
By the end of the task, the student’s fluency in pronouncing the numbers will increase significantly
Task:
You register for a Hebrew Summer Program in Israel. The administrator asks you for all your phone numbers in case they need to contact you. Dictate your phone numbers to a classmate:
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