A Conversation About Conversations
A Conversation About Conversations with Monica Jancha
Presented March 9, 2021
Conversation Programs
What is a conversation exchange? While there are many apps that use AI to teach language to learners, the confidence that comes from interacting and conversing with a native language speaker can only be accomplished by having a real conversation with a native language speaker. Notre Dame professor Monica Jancha understands this and while looking for a way to extend learning for her students beyond the classroom she discovered TalkAbroad and other ways of connecting students to real world language exchange.
In this CSLC presentation, we had a conversation about language learning conversations! Monica shared her experiences in setting up her TalkAbroad program for her students, talked about her collaboration with Universidad Iberoamericana, and explained how using the language they are learning with native speakers has helped her students build the confidence they need to round out their education.
Presentation Slides
CSLC 3_9_21.pptxWeb Sites
CoilConsult - COIL Consulting supports the growth of Collaborative Online International Learning and Virtual Exchange at higher education institutions around the world.
TalkAbroad - TalkAbroad is a community that spreads across 15 countries. It allows language learners to be immersed in language by having conversations with a native speaker.
Teaching Beyond the Classroom (TBC) - The Notre Dame College of Arts and Letters provides funding to Instructors of Record in support of cultural and academic experiences aimed at enhancing teaching and student learning beyond the classroom.
Universidad Iberoamericana - The Ibero-American University is a one of the most prestigious universities in Mexico. The private institution of higher education is sponsored by the Society of Jesus, and it is recognized as having an international-grade level of excellence.
Readings
Hughes, Rebecca (2011). Teaching and researching speaking. Pearson Education Limited.
This book provides provides an overview of the main approaches to researching spoken language and their practical application to teaching, classroom materials, and assessment. The history and current practices of teaching and researching speaking are presented through the lens of bigger theoretical issues about the object of study in linguistics, social attitudes to the spoken form, and the relationships between spoken and written language. A unique feature of the book is the way it clearly explains the nature of speaking and how it is researched and puts it into the context of a readable and holistic overview of language theory. This is a key resource for applied linguistics students, English language teachers, teacher trainers, and novice researchers.
Jauregi, J. (2015). Integrating telecollaboration for intercultural language acquisition at secondary education: lessons learned. In F. Helm, L. Bradley, M. Guarda, & S. Thouësny (Eds), Critical CALL – Proceedings of the 2015 EUROCALL Conference, Padova, Italy (pp. 268-273). Dublin: Research-publishing.net. http://dx.doi.org/10.14705/rpnet.2015.000344
Abstract. The TILA 2 project originated from the need to explore whether and how telecollaboration affects language learning processes for communication, intercultural understanding and motivation of youngsters learning foreign languages at secondary schools and to empower teachers to pioneer meaningful pedagogical innovation in the curriculum of foreign languages at secondary schools. In the 2,5 year project, 837 pupils, 300 student teachers and 48 teachers participated in telecollaboration exchanges. The results show that task-based telecollaboration can be successfully integrated in the foreign language curriculum by blending different pedagogical activities. These exchanges can contribute to enhance pupils’ communicative competence, intercultural awareness and motivation.
O’Rourke, B., & Stickler, U. (2017). Synchronous communication technologies for language learning: Promise and challenges in research and pedagogy. Language Learning in Higher Education, 7(1), 1-20.
Abstract: We propose a definition of synchronous communication based on joint attention, noting that in certain mediated communication settings joint attention is a matter of perception rather than determinable fact. The most salient properties of synchronous computer-mediated communication (SCMC) are real-time pressure to communicate and a greater degree of social presence relative to asynchronous communication. These properties underlie the benefits and challenges of SCMC for language learning, which we discuss under three headings: (1) SCMC as learning tool; (2) SCMC as target competence; and (3) SCMC as setting for learner dialogue, intracultural and intercultural. We survey research themes in SCMC and preview the contributions of the Special Issue. Finally, we identify questions for future research.