Here students are listening to a song and discussing it. This is a listening exercise at the same time that it is a cultural exercise because they are discussing the song and its role in the target culture.
Conversation partners are native speakers of a language who faciliate conversation practice sessions for learners of that language. For the Five College Mentored and Supervised Independent Language Programs, conversation partners may be undergraduate native speakers, graduate student tutors, visiting foreign language teaching assistants, or language lecturers. While each of these different types of conversation partners has a somewhat different role, the goal of all conversation sessions remains the faciliation of active use of the language through activities that mirror real life uses of the language as closely as possible.
This tutorial may be used by anyone interested in knowing more about the role of a conversation partner. Anyone hired to be a conversation partner with the program is required to complete this training tutorial either by attending a group training workshop or by working through the tutorial independently, submitting written answers, and then having an individual conference with a member of the FCCWL staff. Five College students interested in applying to be a conversation partner, should visit our Employment page for application instructions. Applications from first-year students are encouraged.
For information about the language courses offered through the Mentored and Supervised Independent Language Programs see the Five College Center for World Languages website.
Conversation sessions provide a chance for learners to practice using the language. The session is conducted entirely in the language students are learning with an opportunity to ask questions in English at the very end of every session. Conversation sessions focus on using the language in the types of situations one might encounter in everyday life. Students commonly engage in role-plays, question and answer activities, description, narration, and problem-solving exercises. In beginning level courses, typical topics are greetings, introductions, getting acquainted conversations, telephone calls, asking for directions, shopping and bargaining, and talking about schedules and events in the past, present or future. More advanced students will practice more complex speech activities that involve expressing opinions, giving reasons in arguments, and discussing current events and cultural issues.
Here are some characteristics of a good conversation session:
In this program, the term "conversation partner" is used to refer to the person who leads the conversation session. That person might be undergraduate conversation partner who has been formally educated in the language, a visiting foreign language teaching assistant, a graduate student tutor, or a language lecturer. The role of the conversation partner is to facilitate activities that make active use of the language. In a successful conversation session, the students will be the ones doing most of the talking for at least 90% of the time. The conversation partner may engage students in dialogue or may have students work in pairs with one another. The conversation partner will use the language being learned throughout the session. At the end of the session, the conversation partner will give students a chance to ask questions in English.
Conversation partners do not present a lesson; instead they participate in conversation with the students studying the target language. Their role is in the guidance of the session in order to ensure that the students are having ample time to speak and practice speaking the target language with them. A conversation partner is meant to help students actively make use of linguistic functions that they would encounter when using the language in its authentic and native context. For example, a conversation partner would not teach students about using the verb “to be” but would rather engage students in conversation by asking questions that utilize the verb such as “How are you?” “What time is it?” etc.
Even though students may only know a few words, such as “hello” “how are you?” “goodbye” and “my name is,” you can still keep the entire session in the target language. The key is to speak slowly, enunciate your words, and make sure your pronunciation is very clear. Before your first session you need to practice your pronunciation in order to make sure that you are pronouncing every letter and syllable when speaking.
Even if students can’t understand everything you say they will pick out certain words they have heard before in order to understand the context. In the beginning, you will need to speak in simple sentences and use a lot of hand gestures and body language, sometimes even drawing on the blackboard, in order to make sure you are being understood. Again, this takes practice.
Before your first session you should write down a list of simple sentences and phrases you will use during your conversation session. Practice your pronunciation of these sentences and think about what kind of body language you can use to articulate your meaning. For example, when saying the word “hello” one can wave one’s hand to signify the action’s meaning. If the language learners have studied the phrase “my name is,” then during the session, when you say your name, you can point to yourself, say your name, and then say the entire phrase together.
Use emphatic gestures in order to help the students make connections between the words you are saying and their meaning. Expect to say phrases slowly about three to four times before the connection between what you are saying and what it means is made. Prepare a list of simple and useful words and phrases that can be referred to when someone wants to ask a question or if something was not understood. You may want to make sure that each person is able to say phrases such as: “Can you please repeat?” “I don’t know” “I didn’t understand.” You can also review these quickly during the first session.
Also remember to only use the vocabulary currently being studied based on the study materials. It is okay on the first day of the session to practice the phrase “my name is” or “how are you?” but other than those basic greetings and partings, it is extremely important that the conversation partner adheres to the vocabulary that the conversation participants are learning. You can always review the vocabulary everyone is learning by referring to the study materials or syllabus.
Speak slowly in the beginning. You can eventually quicken your speech, but not by much. You want those in the conversation session to gradually become adjusted to the normal speaking velocity in the target language, but this transition must not be rushed. You will need to gauge when you can start introducing a quicker speaking velocity based on how easily you are being understood. It is best, however, to keep it slow until they are more advanced.
In elementary conversation sessions body language and gestures are crucial in communicating what you are saying in the target language. When practicing greetings such as “hello,” use the appropriate gesture that corresponds to the word so the connection is made to the word “hello.” For example in English one would wave his/her hand. Point to objects and give their name in the target language, ask students to repeat by pointing to them. Students may not understand the first or second time, however if you are patient and keep repeating and using the appropriate gestures, students will eventually understand what you are asking or saying. Remember that repetition is very important in the first few sessions since those in the session are still getting used to hearing the language and understanding it.
Watch the video examples below and think about these questions, write down your notes, be prepared to talk about them in group discussion. If you are doing this training individually, you will need to prepare written answers to each question.
1. Why do you think each of these videos was chosen as a good example of a conversation session activity? What attributes of a good conversation session are exhibited in each video?
2. Based on what you have read, observed in the videos, or gleaned from your own language learning experience, list five key ingredients for a good conversation session.
Watch the video examples. Even though you may not understand the language involved, you can still observe the way the conversation partner and students interact.
You will want to prepare ahead of time what activities you are going to use and when you are going to use them during the conversation session. You may have only one or two language learners in the session. Therefore prepare activities that you can use with one person and can adapt them to use with two or more. Dialogues and role-play are particularly useful in creating authentic conversations as well as vocabulary games and activities.
Plan to have one or two activities that can be used at the beginning of the session. It may take some time for the language learner to adjust to speaking in the target language. Make sure these activities are not too challenging and are in keeping with the material the student is covering in his/her syllabus. Warm-up activities may include asking how someone is doing, a small vocabulary game, and maybe practicing different types of greetings (informal, formal). A vocabulary game can be as simple as bringing in a set of pictures that correspond to the vocabulary words and asking the student to tell you the correct vocabulary word for each picture.
Role-play and dialogue activities can include activities such as the examples below. In a conversation session with only one student the conversation partner will need to participate in the activity, whereas, in a situation with two or more students, the conversation partner can divide the students into pairs and work with one student if there is an odd number.
Some activities may need additional props such as pictures from a magazine or the internet, a copy of a country’s map etc. Some number games or vocabulary activities are more effective with visual images. These materials are helpful and reinforce a language learner’s use of the target language. Use what you think will work in helping encourage conversation and speaking.
Be sure when you are reenacting a dialogue or role-play with a student that both you and the student are standing up, greeting each other, and using appropriate body language and gestures to recreate a more authentic context. Act out the dialogues rather than remain seated. Try to establish real conversations.
Identity cards refer to a set of index cards (or sheets of paper) that have information related to different “identities” on the card. These cards are useful in letting language learners practice speaking to different people in different contexts. It builds upon their ability to address people of all ages and social stations. Here is an example of what may be included on an identity card. Keep in mind that, the more the student learns in the language, the more information you can start to add to identity cards.
Sample identity card for a complete beginner:
Name: Rose Thompson
Age: 45
Occupation: teacher
Sample of an identity card for a beginner with more grammar experience:
Name: Rose Thompson
Age: 45
Occupation: teacher
Favorite opera: La Traviata
Hobbies: singing, running, and cooking.
In the second example some more attributes about Ms. Thompson were added because the student is now able to utilize this information correctly in a conversation.
Here you will find a variety of different speaking activities you may use during your conversation sessions. They are divided according to different communicative skills.
Each activity can be used with one person or with more than one person. For those activities that are dialogues, the conversation partner will need to act out the role-play and dialogue with the other person in the session. When doing so, make sure that the roles in the dialogue are switched so that the student has the opportunity to practice both roles. This is to ensure that the person in the conversation session learning the language has the opportunity to practice a variety of different identities as well as both formal and informal registers.
First watch the video examples below. Even though you may not understand the language involved, you can still observe the way the conversation partner and students interact.
Think about these questions, write down your notes, be prepared to talk about them in group discussion. If you are doing this training individually, you will need to prepare written answers to each question and e-mail your written work to the FCCSWL office before scheduling your individual conference.
1. Study the examples of speaking activities and watch the sample videos. Get a sense of the wide range of speaking activities that can be used in a conversation session. What makes each of the videos a good example of a speaking session activity?
2. Carefully look over the very first unit in the textbook used for your language. Make a list of the types of vocabulary and language usage your students learn in the first lesson. Go through the Menu of Speaking Activities and choose three activities that could be used with students studying the first unit. Describe how you would introduce each of these three activities in the conversation session. In other words, how would you give the students instructions for the activity? How will you communicate what you want them to do?
3. Chose any unit in the second half of the textbook used for your language. Go through the menu of speaking activities and select at least three activities that are appropriate for practicing what is covered in that unit. Describe which three activities you have chosen, why you chose those activities, and how you will adapt the generic instructions to make an activity that is representative of your language and culture.
Before your conversation session, go through the material assigned for the session. Make a list of the types of language usage and vocabulary that are covered. Based on this list, what speaking skills do you need to practice with the students? Also, consider what speaking skills covered in earlier sessions should be reviewed?
You should always go to your sessions with a written session plan. You may find you need to adjust your plans during the session, but you need to start with a written plan. Your plan should include practice of new language skills and also include some review activities.
Your plan should also include notes about certain vocabulary, expressions, or usages you will target for special attention during the session. For example, if your students are learning the names for foods, you should have a list of the specific food names they are learning so that you can make sure that those food names are used repeatedly during the session. Having a list will also help you avoid introducing food names different from the ones the students are officially learning.
If you are working with absolute beginners, your preparations should include a list of expressions you expect to use during the sessions. These expressions will help you stick to the expressions and phrases the student is learning on his/her own. Include expressions for greetings, partings, and words or expressions you have noticed in the study materials that the student has been using. By creating a list of “target” expressions for each session, you will have a list of phrases/sentences/words that you want to make sure you use and have the student or students use during the session.
Remember to practice speaking slowly before your first sessions. Practice speaking slowly with a few words and phrases you expect to use during your first few sessions. Work on a clear pronunciation of syllables and letters. It helps if students can clearly see how your lips and mouth move to form the sounds. You may want to practice in front of a mirror. This will take some time getting used to, so be sure to practice. As your students become more accustomed to the sounds of the language, you can gradually speed up your speech.
These are expressions and instructions that might be commonly used in a conversation session in which students are learning English. Conversation partners can use this sample for English as a starting point for creating a list appropriate for the language students are learning.
Yes
No
Okay
Words for praise: great, super, bravo, excellent
Please try again.
Please repeat.
Please speak, say, talk, etc.
Please stand up.
Listen carefully.
Ask [fill in name of person].
What does _________ mean?
Do you understand?
Common Question: Can I use outside materials not included in the student’s study materials?
If external materials (such as multimedia or authentic materials) correspond to what the student is currently studying in his/her study materials and as dictated in the syllabus then, yes, you may use external materials. At the end of the semester students will have an oral evaluation scheduled with a professional evaluator. This evaluator is testing the student based on what the student has covered in his/her study materials and syllabus and how s/he communicates. Therefore, your priority in planning the conversation speaking activities should be emphasizing the study materials students are using to teach themselves the language. If you find multimedia examples, such as online videos or songs that exemplify the material and complement the material without introducing too many new vocabulary words or advanced linguistic structures, then feel free to use them. Examples of appropriate and inappropriate external materials are illustrated below:
Appropriate: Student is learning the vocabulary for vacations and holidays. In the vocabulary for vacation, the student does not learn about vacationing in the mountains, only at the seaside or in a city. The conversation partner brings in a very short commercial in the target language about seaside vacationing.
Inappropriate: Student is learning the vocabulary for vacations and holidays. In the vocabulary for vacation, the student does not learn about vacationing in the mountains, only at the seaside or in a city. The conversation partner brings in a short advertisement about camping in the mountains.
Example of appropriate use of an external resource:
Create the lesson plan and expression list described below. If you are doing this training individually, you will need to e-mail your written work to the FCCSWL office before scheduling your individual conference.
1. Create a written plan for your first/next session. Your plan should be similar in format to the sample plan for Greek I (3B: Sample Plan). You should write the plan in a way that you can easily refer to it with quick glances during your session. You do not want your head buried in your session plan, but it is fine to refer to it throughout the session so that you keep yourself and the student on track. If you do not yet have the textbook and syllabus for the course you will work with, you may need to wait to do this step.
2. Using the list of commonly used expressions and instructions for conversation sessions for learners of English, create a similar list for your language that you can teach your students and use regularly in your sessions.
Usually, when a language learner corrects him/herself s/he does not repeat the same mistake as often. If you hear someone make a mistake, instead of pointing out that it is a mistake, just repeat what the student said but as a question. For example if the student learning English says,
“I go to the store now.”
Then the conversation partner says,
“I go to the store now?”
The student may realize s/he made a mistake and will either ask what the mistake is or correct it him or herself,
“I am going to the store now.”
Sometimes you don’t want to interrupt someone when s/he is really trying to communicate and any interruption might discourage him/her. Therefore, you can indirectly correct the student by perhaps asking a question with the corrected form of the student’s mistake after s/he has finished speaking. For example, if the student learning English says,
“Yesterday I buyed a book.”
Then the conversation partner says,
“I bought a book two days ago. It is a book of poetry. What kind of book did you buy?”
Notice in the conversation partner’s reply s/he uses the correct form of the simple past for the verb “to buy” with the subject pronoun “I” and then asks a question that will encourage the student to respond also using the correct form of the verb “to buy.”
It’s ok to say “no” it just depends on how you do it. Make sure your tone is polite and helpful, not authoritative and condescending. Particularly for the beginner you can say “no” and make a “no” motion with your hand and then give the correct form of what you were looking for. Avoid using grammar terminology since the goal is to focus on conversation and speaking, not teaching and a grammar lesson.
Common Question: I have more than one student in the session. Even though all have prepared the same lesson, some students learn the material more quickly than others. What should I do to accommodate all the students?
Even if one person is advancing further along than another, it is important that you stick to the activities you have prepared and allow everyone equal time to participate and speak during the session. Think of ways to adapt activities that will let all members in the group participate regardless of how quick they are picking up the language. Here is an example below in which the Conversation Partner planned an activity to practice demonstrative pronouns (this, that, these, those):
Conversation Partner: What is that on the table?
Student 1: That is a book.
Conversation Partner: What color is this book and what color is that one?
Student 1: That book is red and this book is blue.
Conversation Partner: Which book is bigger?
Student 1 (pointing): That one.
Conversation Partner (pointing): What is that?
Student 2: a book.
Conversation Partner: This? (picking up a notebook)
Student 2: No, that is a book. (pointing to book).
Conversation Partner: Ok. What is this? (holding notebook).
Student 2: That is a notebook.
In the above examples the Conversation Partner is using the same activity but frames the question differently depending on what the student is able to communicate. In the first example, the conversation partner has asked a question that is a little more complicated (s/he included the use of a preposition and the location of the object). The question is lengthier. The student answers with the correct demonstrative pronoun and the conversation partner asks an even lengthier and challenging question that s/he knows the student is capable of answering.
In the second example the conversation partner asks a simpler question. The student does not respond with a demonstrative pronoun, thereby showing his/her difficulty with the concept. As a result, the conversation partner asks the student a question that requires an answer with a demonstrative pronoun. The goal here is to simply have the student use the structure whereas in the first example the conversation partner is giving the student the opportunity to use description and more complicated sentences.
Although the two students are learning at a different pace, they are still practicing speaking in the same conversation session and therefore practicing the same concept: demonstrative pronouns. The activity was not really changed, but rather the conversation partner simply adapted it through his/her question and knowing what the student is capable of doing.
Common Question: What if the student is not prepared?
This can happen sometimes. Perhaps the student didn’t understand an assignment or had a lot of difficulty with it when doing the work on his/her own. Either way, the session must go on. A student is responsible for the material s/he is meant to cover in order to prepare for the conversation session with the conversation partner. Therefore, you still will need to use what you prepared for that conversation session. You may be able to make the activities slightly more simple so the student can still participate. It may also be a good idea to have in mind one or two activities that review what was done in last week’s conversation session.
If you have more than one person in your group, you may encounter a situation in which one student has prepared and the other has not. If this is the case you need to make sure that you are still covering the speaking activities you have prepared for the current week. Complete the activities you have prepared. It may be that the student who has not prepared may not be able to participate as fully; however, it will then be that student’s responsibility to review the material not completed and to be prepared for conversation practice in the next session.
It is important that you make note of a student's level preparedness in your weekly reports. If a student is chronically unprepared, program staff will follow up with the student to see how the problem can be remedied. Reporting that a student is unprepared will never hurt the student's grade. Rather it gives the program staff a chance to work with the student so that the student has the best chance of having a succesful semester.
Think about these questions, write down your notes, be prepared to talk about them in group discussion. If you are doing this training individually, you will need to fill out the Section 4 Written Assignment on the next page before scheduling your individual conference.
1. In order to learn, students need to feel they can risk speaking out loud and making some mistakes. How can you help students feel comfortable speaking and feeling okay about taking the risk of making mistakes in the conversation session?
2. How do you feel about correcting mistakes? In your past language learning experience, what forms of correction did you find most constructive? What strategies of correction and encouragement do you think you will feel most comfortable using with your students?
3. Imagine that you have two students in the same conversation session. One is learning very fast and the other is having trouble keeping up with the material. How should you handle this situation?
Watch the video examples. Even though you may not understand the language involved, you can still observe the way the conversation partner and students interact.