DOCUMENT RESUME AUTHOR Flores, Norma Landa - … · 2014-06-30 · Self-Introduction Skill Demonstration Assesment. 25. Sp 020: Assessment of Oral Communication & Pronunciation Competency

DOCUMENT RESUME

ED 412 587 CS 509 628

AUTHOR Flores, Norma LandaTITLE How Golden West College Is Addressing Pedagogical,

Assessment, and Accountability Concerns through IntegratedSpoken Communication Labs.

PUB DATE 1997-11-00NOTE 72p.; Paper presented at the Annual Meeting of the National

Communication Association (83rd, Chicago, IL, November19-23, 1997).

AVAILABLE FROM Golden West College Speech Center, Golden West College,15744 Golden West Street, Huntington Beach, CA 92647 (1 copyfree) .

PUB TYPE Reports Descriptive (141) Speeches/Meeting Papers (150)EDRS PRICE MF01/PC03 Plus Postage.DESCRIPTORS Course Descriptions; Curriculum Development; Higher

Education; Interpersonal Communication; LearningLaboratories; Performance Based Assessment; *SpeechCommunication; *Student Evaluation; Student Placement

IDENTIFIERS *Communication Competencies; *Golden West College CA;Nonnative Speakers

ABSTRACTThis paper describes how results of the Golden West College

Speech Department's program review led to the alignment of performance-basedcommunication prerequisite and outcome expectations for: student elacementrecommendation; consistency of course curriculum and sequencing; measures ofcontent-based competencies; and measures of performance-based criteria. Oralcommunication lab experiences can be coordinated, supervised, and monitoredfor pre-mainstream speech courses instilling functional communication skillsfor non-native speakers. Also, the report shows what the alignment ofprerequisite and outcomes expectations can do to coordinate interrelatedmainstream classroom communication skills through the development of coursespecific skills demonstration assessment forms used by peer assessors in theSpeech Communication Center to assess skills in interpersonal communication,public speaking, and principles of communication. Finally, the paper pointsout that using performance-based criteria guarantees bias free "goodness offit" assessment measures. Golden West College has discovered that assessorscan avoid cultural bias by using the concept of "goodness of fit" to thecontext as the criteria to measure the appropriateness of the speaker'sverbal and nonverbal behaviors in the coordinated/integrated oralcommunication lab settings. Contains 23 references. (RS)

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Reproductions supplied by EDRS are the best that can be madefrom the original document.

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tioriS

Alorkna Londe' Flores, Associate Professor.9Golden West College Speech Comynunication Department15744 Golden West Steeet, -Huntington Beach, Co. 92647Phone (714) 892-7711 ext. 5114 Fax (714) 895-8243

1-401/11 Golden West College L.7s AddeessingPeclagogiccil,Assessment,

And AccountabilityConceens TheotAgh (..7ntegecitedSpoken Comunication Labs

"PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY

L .

TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC)."

U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and Improvement

EDUCATIONAL RESOURCES INFORMATIONCENTER (ERIC)

This document has been reproduced asreceived from the person or organizationoriginating it.

Minor changes have been made toimprove reproduction quality.

Points of view or opinions stated in thisdocument do not necessarily representofficial OERI position or policy.

Presented At The 6 ighty Third Annual Meeting Of TheAlational Communication Association, Chicago, Jllinois

Aloveknbee 19-23, 1997

by

p.12

BEST COPY AVAILABLE

ContentsPage

How Golden West College is Addressing Pedagogical, Assessment, and Accountability Concerns 3

Sample Perception Checking Labs Skills Revisions 4

Spring/Fall 1994 Program Review Qualitative Data Addressed 6

Fall 1995 Revised Course Numbering As Related To Speech, ESL and English Prerequisites 9

GWC Speech Communication Center Lab Processes for Mainstream Courses 10

Sp 100, Interpersonal Communication: Assertion Skill Demonstration Assessment 10

Sp 108, Communication Principles: Expressing Opinions Skill Demonstration Assessment 12

Sp 110, Public Speaking: Outlining & Practicing a Speech to Motivate to Action Peer Evaluation 14

Evaluation of a Persuasive Speech to Motivate to Action Presentation 17

GWC Integrated Spoken Communication Lab Processes for Non-Native Speakers of English 19

Sp 027, Advanced Pronunciation Skills: Outlining & Practicing a Speech to Describe aJob-Related Object Skill Demonstration Assessment 19

Sp 025, Speaking and Listening Skills: Process Speech Skill Practice Session Assessment 20

Sp 020, Intermediate Pronunciation Skills: Outlining & Practicing a Speech ofSelf-Introduction Skill Demonstration Assesment 25

Sp 020: Assessment of Oral Communication & Pronunciation Competency 28

Development of Oral Communication Curriculum Guidelines for K-8, High School, and College 29

A.L. Chaney and T.L. Burk's (1998), Teaching Oral Communication in Grades K-8 29

Interviews and Constructed -Response Assessments in Communication Portfolios 31

Assessment of Communication Competency and English Speaking Skills- -

Elementary School Oral Performance, N.L. Flores(1996) 33

Facilitating Authentic Cultural Collaboration and RedefinitionProcesses in Communication-Friendly Classrooms, N.L.Flores (1993)

Intercultural Assessment of Communication Competency & English Speaking

SkillsHigh School Edition, N.L. Flores (1994)

Intercultural Assessment of Communication Competency & English Speaking Skills-

Project AERO/Community College Edition, N.L. Flores (1994) 39

Sp 060 (formerly Sp 020) Content Review and Pronouncing, Speaking, Listening Skills Standards 41

Sp 110 (formerly Sp 105) Content Review and Pronouncing, Speaking, and Listening Skills Standards 46

GWC Speech Dept. Pedagogical, Assessment, and Accountability Concerns As Related to Speech Labs 54

35

37

2

How Golden West College is Addressing Pedagogical, Assessment, andAccountability Concerns through Dialogic and Integrative Strategies

This presentation will describe how results of the Golden West College Speech Department's

program review led to the alignment of performance-based communication prerequisite andoutcome expectations for:(1) student placement recommendation, (2) consistency of coursecurriculum and sequencing, (3) measures of content-based competencies, (4) measures ofperformance-based criteria in order to more effectively and efficiently assess multiculturalstudents' communication competency skills.

The Golden West College Speech Department's goal is to provide speech students with "real"

"genuine" and "authentic" feedback through speech interaction demonstrations and assessments

in "speaker friendly" communication settings. This goal was derived from the Department'sphilosophy that the importance and centrality of communication to the students in our specific

community is, "the skill of facilitating a coming together of shared meaning within culturallydiverse contexts." Thus, our objectives will be described as (1) to coordinate the English andESL Department's matrixes of prerequisite and outcome expectations with the Speech Depart-

ment's matrix of prerequisite and outcome expectations, (2) to develop and teach competency-

based curriculum (3) to establish course consistency in cohesiveness of content and sequencingof levels of proficiency and(4) to form more perfect articulation links from K -12 to College

and from College to University and/or Work through the identification of criterion referencedspeaking, listening and media literacy standards.

In terms of services that the Golden West College Speech Communication Center offers, this

report will show how oral communication lab experiences can be coordinated, supervised, and

monitored for pre-mainstream speech courses instilling functional communication skills fornon-native speakers. Oral lab interactions with volunteers and tutors evaluating non-nativespeaker's cross-cultural context-based pronunciation, and spoken vocational communicationskills, will be described. Listening and media literacy feedback interaction in the Language Lab

will be described as well as the use of mainstream speech students' peer assessment of speaking

and listening skill demonstrations in the Intercultural Center, Speech Center, and LearningAssistance/Tutoring Center for both mainstream speakers and non-native speakers of English.

Also, this report will show what the alignment of prerequisite and outcomes expectations can

do to coordinate interrelated mainstream classroom communication skills through the develop-ment of course specific skills demonstration assessment forms used by peer assessors in theSpeech Communication Center to assess skills in (1) interpersonal communication, (2) publicspeaking and 3) principles of communication.

Finally, this paper will point out that using performance-based criteria guarantees bias free

"goodness of fit" assessment measures. The springboard to motivation to maintain inter-raterreliability and content validity in assessment of oral communication instruments and speaker's

responses, is the concept of "goodness of fit." At Golden West College we have discovered thatassessors can avoid cultural bias by using the concept of "goodness of fit" to the context as thecriteria to measure the appropriateness of the speaker's verbal and nonverbal behaviors inour coordinated/integrated oral communication lab settings.

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4

Skill #2:Clarifying Perceptions

Name Instructor Class(Hr/Day)

Purpose: To demonstrate the ability to check perceptions by:

1. Describing observed behavior.2. Describing probable assumptions about the observed behavior to demonstrate

flexible thinking.3. Making an open-ended request for feedback.4. Using owned language.

Mastery:

1. I begin by identifying the topic I want to discuss with my partner._2. I describe an instance of my partner's behavior (something my partner has said or done).

3. I state 2 different probable assumptions I am making about my partner's behavior._4. I make an objective and open-ended request for feedback about the accuracy of my

observations and assumptions.5. I close the conversation by restating my partner's response to clarify my understanding,

and I express support or appreciation.6. I consistently use owned language.

Satisfactory:

1. I begin by identifying the topic I want to discuss with my partner.2. I describe an instance of my partner's behavior.

_3. I state 1 probable assumption I am making about my partner's behavior._4. I make an objective and open-ended request for feedback about the accuracy of my

observations and assumptions._5. I close the conversation by restating my partner's response to clarify my understanding.

6. I used owned language no more than 1 time.

Needs To Be Repeated:

_1. I do not begin by identifying the topic I want to discuss with my partner._2. I do not report an example of my partner's behavior._3. I do not state an assumption I am making about this behavior._4. I do not request feedback from my partner or I use a closed or leading question to

request feedback.5. I do not close the conversation by summarizing or do not express support or appreciation.

_6. I use disowned language 2 or more times.

Comments:

MasterySatisfactory

_Repeat STAFF SIGNATURE

12114ptio,o

Skill Demonstration # Speech Communication Center

NAMEINSTRUCTOR

BRING A PARTNER TO LABRelational Situation will be assigned from a list

Purpose: To demonstrate the ability to clarify perceptions about another's behavior.During this skill demonstration you successfully:

1. YES NO Consistently Used Owned Language during skill Demonstration - ( I, My, Me).

2. YES NO Initiated conversation by greeting partner.

3. YES NO Identified time/place of event to clarify with partner.

4. YES NO Described two or more of partner's behaviors (what was seen or heard) related to this event.

5. YES NO Described two or more possible assumptions about partner's behavior.

6. YES NO Requested feedback about the accuracy of observations and interpretations.

7. YES NO Restated partner's response to clarify understanding of this event.

8. YES NO Closed the conversation by using one of the following:expressed appreciation and/ or supportsummarizedestablished future contactprovided a reason

9. YES NO Speaking during this skill demonstration was easy to understand.

10. YES NO Avoided Nonverbal Behaviors that contradict, distract, and/or disrupt the conversation

Comment:

Mastery - Yes on All items STAFF SIGNATURESatisfactory -Yes on items 2-7Needs to be repeated - No on item 2, 3, 4, 5, 6 or 7_

5 6

Golden West College Date: Spring/Fall 1994

Program Review Resource Data

QUALITATIVE DATA

Division: Language ArtsInstructional Program: Speech Communication

1. Provide evidence that faculty and administrators in discipline work cooperatively towardmutually identified goals.

Full time and adjunct speech faculty provided input in orderto identify program strengths and weaknesses and to makerecommendations on what to maintain and what to change,by interfacing with the Department Chair and the LanguageArts Division Dean to consolidate and prioritize goals.

2. Provide evidence that the discipline is responsive to changing conditions within the field.

Department members attended the California SpeechCommunication Association's Conference on Articulationand Standards, as well as reviewing updates on the A.ICATask Force for Speaking, Listening, and Media LiteracyStandards progress and how standards effect the aWCcompetency-based speech communication program.

3. Provide evidence that the discipline is responsive to changing enrollment patterns.

c.701 order to provide basic skills courses for students planningto transfer to four year institutions and to meet the needs ofstudents whose majors require public presentations, we haveincreased the amount of sections we offer in (1) principles ofcommunication (2) publiuc speaking and (3) argumentation.3-n addition, we have increased the amount of courses andsections we offer in functional spoken communication for ourgrowing number's of non-native speakers of English to bridgethem into our fundamental and basic skills speech classeswhich require increased levels of speaking and listening skillspro ficiency. Furthermore, we have developed vocationallyrelated courses to serve the needs of those entering the workforce.

p.6

4. If this program were to be reduced or eliminated, please provide evidence that otherprograms in the college would be seriously affected.

Sp Com 100, Sp Com 110, Sp Com 175, and Sp Com 205are required general education courses to be completed toearn an A.A. degree, to transfer to CSIA and 14C systems,and as part of many majors requiring oral communicationskills in dealing with the public. Furthermore, using effectivespeaking, listening and media literacy skills increases thequality of classroom student/teacher interactions and enablesinteractants to adapt authentic anwers to authentic questionswhich contributes to growth in student degrees of coursework abilities.

5. Provide evidence that discipline faculty and administrators are actively involved in pro-fessional enrichment, advancement, and growth. How is this directly benefitting the program?

Our Department Chair participates in campus decisionmaking that affects department policies and practices as heserves on the Academic Senate, The Budget PlanningCommittee, and as a member of the California CommunityCollege Consortium. One of our faculty members is activein the development of intercultural communication curriculumthrough her participation in the jnternational CommunicationAssociation and the ,intercultural ,7nterests Areas of theNational Speech Communication Association and wasrecently honored by the Western States CommunicationAssociation as the Outstanding Community College Teacherof the Year. Our third full time member of the Speech Dept.,has designed curriculum for and taught ground breakingcourses in functional spoken communication for our specificnon-native speaker's of English student population. She isa member of the Speech Communication Association'sCommittee on Assessment and Testing interest group andhas developed, administeecl and validated two authentic

P.7

oral response assessment instruments endorsed by theNational Speech Communication Association. The progressreports to each other and to our Dean contribute toward agoal of coordinating assessment, counseling, and entry levelproficiencies with learning assistance/tutoring/ speechcenter services in a format preserving the speech program'sintegrity.

6. Provide evidence of community support, involvement, and need for the program.

The .intercultural Center facilitates spoken interactionsbetween Pronunciation Skills; Speaking and Listening Skills;.intercultural Communication) Communication Leadershipstudents and Community Volunteers. These lab assignmentsgive students realistic practice in speaking and listening togenuine feedback utilizing per formanced -based assessmentforms the Speech Department- has prepared. These methodshave also been used in curriculum designed for (1) I/6%SLPrograms (2) Project- AC-R69 (3) The Aluesing Program andmore recently (3) An Intercultural Communication unit inthe Broodcasting Program. On General, grant writers needto include oral communication skills components in all of theirproposals because the current job market demands it.

7. Provide evidence of how the program promotes success for non-traditional students.

The competency-based program provides speech studentsan opportunity to select speaking, listening, & media literacycourses at clearly identified degrees of ability and levels ofproficiency by sequencing and articulating courses so thatentry level communication apprehensive, racially, ethnically,linguistically or lifestyle diverse students can realisticallydecide which speech course will best serve their lifestyle andlearning needs and where they can go to get additional helpfrom coordinated speech lab/support services on campus.

p.8

Golden West College Speech Communication Department Revised Course Numbers:As Related To Speech, ESL and English Courses Completed and

Concurrent Enrollment Advisories For Entry/Exit Skills Prerequisites

;COURSE # BEFORE Complete Concurrent COURSE# AFTER Complete Concurrent

Sp Corn 020: ESL 002 ESL 003 Sp Corn 060: Intermediate. ESL 033 ESL 043

'Pronunciation Skills Pronun/Functional Corn

Sp Corn 027: Vocational ESL 004 ESL 005 Sp Corn 070: Advanced ESL 043 ESL 053

'Pronunciation Skills Sp Corn 020 Pronun/Voc Corn Skills Sp Corn 020

Sp Corn 030: Vocational ESL 004 ESL 005 Sp Corn 080: Vocational ESL 043 ESL 053

Commmunication Skills Sp Corn 027s Fundamental Corn Skills Sp Corn 060

Sp Com 070

Sp Corn 025: Speaking ESL 003 ESL 004

and Listening Skills

Sp Com 100:Interpersonal Corn

Sp Corn 090: Intro Corn ESL 043 ESL 053

Interpersonal/Academic Sp Corn 060

Sp Corn 070

Sp Corn 100: Sp Corn 090 English 010

Interpersonal Corn Sp Corn 095

Sp Corn 110: Sp Corn 108: Sp Corn 090 English 010

Introduction to Corn :Introduction to Corn Sp Corn 095

Sp Corn 105: English 100

Public Speaking

Sp Com 110:Public Speaking

Sp Corn 090 English 100Sp Corn 095

Sp Corn 220: 1Sp Corn 100 English 010 Sp Corn 220:

Argumentation Essen Argumentation Essen

Sp Corn 100: English 100

Sp Com 105:

Sp Corn 240: Sp Corn 100

Leadership Corn

Sp Corn 240: Sp Corn 100 English 100

Sp Com 110 Leadership Com Sp Com 10&

ESL 003, 004, 005 are ESL 033,043 053 are

ESL Intro Core Coursesincluding Oral Corn of

ESL Speaking/Listeningand Study Skills focusing

grammatical concepts on Oral Proficiency ofspoken grammar

ID-9

Take ESL 063 or 073Listening/Spealdng & Study Milt,

NAME

INSTRUCTOR

INTERPERSONALCOMMUNICATION

SPEECH COMMUNICATION 100

SKILLCOMPETENCY

DEMONSTRATIONPACKET

Interfacing throughCommunication SkillsSpeech Communication Center

895-8303

GOLDEN WEST COLLEGE

NOTE: Instructors will not record assessments in their grade booksunless the student's name is printed, in ink, on each lab sheet.

101

SPRING 1997

ASSOrlion

Skill Demonstration #NAMEINSTRUCTOR

Speech Communication Center

BRING A PARTNER TO LABTOPIC WILL BE ASSIGNED FROM LIST

Purpose: To demonstrate the ability to describe a conflict situation assertively.During this skill demonstration you successfully:

1. YES NO Consistently Used Owned Language during skill Demonstration- ( I, My, Me).

2. YES NO Initiated the conversation by referring to the topic.

3. YES NO Described your partner's behavior(s) which have prompted your concern.

4. YES NO Described your interpretation of your partner's behavior(s).

5. YES NO Indicated the consequences or result of those behaviors on you and/or your relationship.

6. YES NO Requested the specific behavioral change you want to occur in the future.

7. YES NO Described benefit(s) change may have on you, your partner or your relationship.

8. YES NO Made an Open Ended request for partner to respond.

9. YES NO Closed Conversation by:expressing appreciation and supportestablishing future contact

10.YES NO Speaking during this skill demonstration was easy to understand.

11. YES NO Used Nonverbal Behaviors that compliment and/or accent the conversation

Comment:

Mastery - Yes on all items STAFF SIGNATURESatisfactory - Yes on items 1-8Needs to be Repeated - No on item 1, 2, 3, 4, 5, 6, 7 ,8.

11

NAME

,INSTRUCTOR

COMMUNICATIONPRINCIPLES


BEST COPY AVAILABLE

SKILLCOMPETENCY

DEMONSTRATIONPACKET

Jr..es

fr- Interfacing through5, Communication Skills

Speech CommuniCation Center>.7._ 895-8303

GOLDEN WEST COLLEGE

NOTE: Instructors will not record assessments in their grade booksunless the student's name is printed, in ink, on each lab sheet.

FALL 1997

opiNIONS

Skill Demonstration # Speech Communication Center

NAMEINSTRUCTOR

BRING A PARTNER TO LABTOPIC WILL BE ASSIGNED FROM LIST

Purpose: To demonstrate the ability to clearly describe, support and compare your opinion withanother person in an objective manner.

1. YES NO Consistently Used Owned Language during skill Demonstration- ( I, My, Me).

2. YES NO Initiated conversation by using one of the following strategies:small talk greeting compliment

3. YES NO Continued the conversation by introducing a topic for discussion.

4. YES NO Clearly stated your opinion on this topic, without using judgmental labels.

5. YES NO Provided two or more different and specific reasons in support of this opinion.Personal experiencebelieffactvaluepreferenceexpectation

6. YES NO Described what you currently do or will do because of your opinion.

7. YES NO Asked their partner to describe his/her opinion on this topic.

8. YES NO Summarized the discussion by identifying differences and/or similarities of opinions

9. YES NO Closed the conversation byexpressing appreciation and/ or supportestablishing future contactproviding a reason

10. YES NO Speaking during this skill demonstration was easy to understand.11. YES NO Spoke at an appropriate volume.

Comment:

Mastery- Yes on All items STAFF SIGNATURESatisfactory- Yes on items 1- 8Needs to Repeat - No on item 1, 2, 3, 4, 5, 6, 7 or 8

13 14

Golder West College

Speech Communication 1 1 0Public Speaking Competency

Lab Interaction Workbook

Speaker's Name:

Fall 1997 TTH 11-12:30 p.m. Norma Flores, Instructor

Sp Corn 110: OL41-lining & Practicing a Speeck to Motivate to ActionSpeech Lab Interaction Procedure

(a) Speaker: Use the following outline to write in your key ideas, phrases and words.

(b) Listener: Look at the following Speech Outline as the speaker shares his/her data with you.Circle , underline, or write in any missing data you think the speaker left out.

(c) Speaker: After describing your speech strategies, the listener will give you feedback.Explain how you will improve your presentation for the day you are scheduled to speak.

Introduction

1. Attention will arouse interest

2. Relevance to listeners will create dissonance

3. Credibility: will share speaker's belief,value or attitude and intention

4. Proposition: will specifically state who should do what

5. Preview: will provide motivational guide to logic of speech

Body

I. First Main Point identifying the problem and harm of a condition

A. Factual claim of the problem condition is

1. Facts will compare numbers, percentages, occurrences

2. Second order opinion to explain cause of facts will be

3. First order evaluative opinion of the cause of the facts will be

4. Warrant linking facts and opinions to audience & speaker's value

B. Evaluative claim of harmful consequence is

1. Definition of terms in the harm are

2. Ilustration of harm & empathy is

3. Warrant linking illustration and definitions to audience & speaker's value

Transition motivational language from problem to solution

II. Second Main Point identifying speaker's concept for solving the problem

A. Coined term for alternative plan is

1. Summary of how alternative plan works is

2. Disadvantage of alternative plan is

151

B. Claim advocating speaker's plan assertively stated

1. How to start the process of solving the problem

2. Behaviors to get involved in the process

3. How to maintain the solution

Transition motivational language from solution to visualization is

III. Third Main Point adapting to audience cost/reward expectations

A. Claim of harm in ignoring speaker's solution assertively stated

1. First order testimony to illustrate cost or disadvantage is

2. Empathy in reporting consequence of cost or disadvantage is

B. Claim of benefit in following speaker's solution assertively stated

1. First order testimony to illustrate reward or advantage is

2. Empathy in reporting results of reward or advantage is

Conclusion

1. Summary of problem, solution, benefit included

2. Proposition restated

3. Initial steps to start the plan of action described

4. Wrap up reduced audience & speaker's cognitive dissonance

Listener: Circle the rating number that best indicates how competently the speakercommunicated his/her ideas for this persuasive speech to motivate to action.

1. Visual aids were discussed and will make a persuasive impact 1 2 3 4 5

2. Motivational language, transitions, and arrangement were discussed 1 2 3 4 5

3. Speaker used eye contact to adapt to listener's feedback 1 2 3 4 5

4. Speaker pronounced, articulated and emphasized persuasive meanings clearly_____ 1 2 3 4 5

5. Speaker cited sources of facts, explanations, opinions and own value 1 2 3 4 5

Points Earned: 25/21 20/16 _ 15/11 10/6 _ 5/0

Listener's Signature Speaker

Total:

Date: Lab Staff Signaturep.16

Sp

Introduction

110, Public Speaking Speaker

Evaluation of a Persuasive Speech to Motivate To Action

Rating

51. Attention aroused interest 1 2 3 4

2. Relevance to listeners created dissonance 1 2 3 4 5

3. Credibility:shared speaker's belief,value or attitude and intention__ ____ 1 2 3 4 5

4. Proposition:specifically stated who should do what 1 2 3 4 5

5. Preview:provided motivational guide to logic of speech 1 2 3 4 5

Body

I. First Main Point identified the problem and harm of a condition 1 2 3 4 5

A. Factual claim of the problem stated 1 2 3 4 5

1. Facts compared numbers, percentages, occurrences 1 2 3 4 5

2. Used second order opinion to explain cause of facts 1 2 3 4 5

3. Used first order evaluative opinion of the cause of the facts 1 2 3 4 5

4. Warrant linked facts and opinions to audience & speaker's value________ 1 2 3 4 5

B. Evaluative claim of harmful consequence stated 1 2 3 4 5

1. Definition of terms in the harm provided 1 2 3 4 5

2. Ilustration of harm provided empathy 1 2 3 4 5

3. Warrant linked illustration and definitions to audience & speaker's value__ 1 2 3 4 5

Transition motivational language from problem to solution used 1 2 3 4 5

II. Second Main Point identified speaker's concept for solving the problem_______1 2 3 4 5

A. Coined term for alternative plan provided 1 2 3 4 5

1. Summary of how alternative plan works provided 1 2 3 4 5

2. Disadvantage of alternative plan identified 1 2 3 4 5

p. 17

B. Claim advocating speaker's plan assertively stated 1 2 3 4 5

1. Informed how to start the process of solving the problem 1 2 3 4 5

2. Described behaviors to get involved in the process 1 2 3 4 5

3. Described how to maintain the solution 1 2 3 4 5

Transition motivational language from solution to visualization used 1 2 3 4 5

III. Third Main Point adapted to audience cost/reward expectations 1 2 3 4 5

A. Claim of harm in ignoring speaker's solution assertively 1 2 3 4 5

1. Used first order testimony to illustrate cost or disadvantage 1 2 3 4 5

2. Used empathy in reporting consequence of cost or disadvantage_________ 1 2 3 4 5

B. Claim of benefit in following speaker's solution assertively stated__ 1 2 3 4 5

1. Used first order testimony to illustrate reward or advantage 1 2 3 4 5

2. Used empathy in reporting results of reward or advantage_ 1 2 3 4 5

Conclusion

1. Summary of problem, solution, benefit included 1 2 3 4 5

2. Proposition restated 1 2 3 4 5

3. Initial steps to start the plan of action described 1 2 3 4 5

4. Wrap up reduced audience & speaker's cognitive dissonance 1 2 3 4 5

Delivery

1. Visual aids made persuasive impact 1 2 3 4 5

2. Eyes and kinesics used to include and reinforce audience needs 1 2 3 4 5

3. Para linguistics used to emphasize and clarify speaker's intentions_ 1 2 3 4 5

4. Language spoken clearly and used pathos to adapt to audience needs__ 1 2 3 4 5_ _

5. Use of time: start end total 1 2 3 4 5

Outline + References____ +Speech =Total_ /235= _%=Grade_ _

A=Effective B=Proficient C=Functional D=At Risk F=Restricted Multicultural Pub. Sp. Skills

5 4 3 2 1

p. 18

10

Golden West College

Speech Communication 027Advanced Pronunciation

Skills Demonstration Portfolio

Student:

Vocational Interest:

Class Meets: MW 4:30-6:00 p.m. In: Technology Bldg. Room 116

Norma Landa Flores, InstructorFall 1997

I.D.

2019

Skill #6: Outlining & Practicing a Speech To Describe a Job-Related Object

Step 1.

(a) Student: Look at pages 11 and 12 of this Lab Skills Portfolio. Notice that there are threemain ideas to talk about in your speech to (i) describe what the object looks like (ii) howtwo special features work and (iii) how to maintain the object. Look around your place ofbusiness, job-related classroom or in a vocational textbook to find a job-related object youcan show your classmates as you follow the three mainpoints listed above to describe theobject to them. Next, write words or phrase to provide the information in the blank spaceson your speech outline. After you prepare what you want to say in the body of the speech,plan what you will say in the Introduction and the Conclusion of the speech.

(b) Listener: Look at the student's outlined information on pages 11 and 12 of this LabSkills Portfolio. The student will practice speaking, in a conversational manner, (not

reading all of it) what has been outlined. As you listen to the student, write the confusingword you hear in the space on the line provided for you below. After the student has finishedpracticing the speech, share your listening observations with the student and pronouncethe words so that the student can practice pronouncing and be prepared for the speechpresentation in class.

(c) Student: Look at your speech outline, just enough to remember what you want to say. Thenspeak as though you were having a friendly conversation with the listener. When you arefinished speaking, the listener will give you some feedback about your pronunciation androle model the appropriate way to say your words. Don't forget to ask, "What did you hearme say?

Stec) II.

(a) Listener: As you listen, write in any words you think the speaker mispronounced.

Introduction (write in mispronounced words) Pronunciation (write in)

1. Hold up a picture or an actual job-related object, tool, productor some equipment and ask us to notice something about it.

2. Tell us how we can save our life, health, money, time, energyor help prevent accidents or problems by knowing about this object.

3. Tell us what kind of work this object is used in and the name of theplace of business where you have use (will use) this object.

4. Preview Main Ideas: "The purpose of my message is to describewhat this (name of object) looks like, how somespecial features of this function and how to maintain it.

Body of the Speech:

I . First I'll tell you how you can recognize the object.

A. This is what it looks like on the outside (or/top, leftside)

1. (shape, color, composition)

2. (logos, labels, size, weight)

20 21

B. On the inside (or/bottom, rightside) this is what you'll notice.

1. (shape, color, composition, smell, sound)

2. (logos, labels, size, taste, feel)

II. Next I'll explain how some special features of this object function.

A. The (name of the feature) on the outside (or/top, leftside)works this way.

1. (first you do this)

2. (second, you do this)

3. (third, you do this)

B. Another feature is called the_ (name). It's on the inside(or/bottom, rightside) and works this way:

1. (first, you do this)

2. (second, you do this)

3. (third, you do this)

III. Now that you know how to recognize the (name of object)and how to use the special functions, I'll tell you how to maintain it.

A. Before you need to use this (name of object)

1. (getting one)

2. (storing it until ready to use)

B. Safety & Efficiency Tips When Using It

1. (Safety)

2. (Efficiency)

C. After using this _ __(name of object)

1. (how to shut down, dis-assemble, re-pack)

2. (how to clean)

3. (how to put away safely & conveniently)

Conclusion:

1. Summary: (Key ideas of 3 main points)

2. Common Ground: Relate back to what we noticed about the pictureor object you showed us in the introduction

(Step II continued next page)

21

22

(b) Student: Ask the Listener, " What did you hear me say ?"

(c) Listener: Point to the area in the speech outline where you heard a confucing wordpronounced, say "Iheard you say in this place," and ask an open question

related to the word (What does the writing say on the label?") ( How do you open thebattery storage space?) (Why do you have to wait two minutes for it to shut down?" Then,help the student select an alternate word or phrase to say (without changing the student'spurpose or idea) and pronounce it outloud so that the student will follow your"pronunciation role modeling."

Step III.

(a) Listener: Circle the rating number that best indicates how competently the studentcommunicated and pronounced his/her ideas in this speech practice session. The ratingscale is: Effective=5 Proficient=4 Functional=3 At-Risk=2 Limited=1

1. Eye Contact: student looked up at me as he/she shared information 1 2 3 4 5

2. Enunciation: student student spoke loudly and clearly enough to be heard 1 2 3 4 5

3. Articulation: student explicitly pronounced word endings 1 2 3 4 5

4. Emphasis: student verbally stressed purpose & meaning of words 1 2 3 4 5

5. Organization: information & details were arranged in logical sequence 1 2 3 4 5

Total points circled=

(b) Listener: put an x next to the total points of functional/vocational pronunciationbehaviors the student demonstrated this session:

_Effective=25/ 21 _ Proficient=20/1 6 _Functional=1 5/1 1 _At-Risk=1 0/6 _ Limited=5/0

Listener's Signature_ Student.

22 2

NAME: INSTRUCTOR.


SPEAKING ANDLISTENING SKILLS

VOLUNTEER PRACTICE SESSION

and

SKILL DEMONSTRATION FORMS

INTERCULTURAL CENTER 895-8906SPEECH COMMUNICATION CENTER 895-8303

23 2SPRING 1997

PROCESS SPEECH SKILLVolunteer Practice Session

NAME:

Make an appointment in the Intercultural Center (Library, Room 116) during the week before thedue date. Bring a partner to the study session.

TAKE THIS FORM AND EXERCISE 4.3 WITH YOU TO THE APPOINTMENT.

At the appointment, you will:

1. State the process you want to explain to the class.

2. Explain your specific purpose. (For example, "I want my listeners to be able to...")

3. Give your preview statement. (This is the 3 to 5 steps of the process you want to describe tothe class.)

4. Ask your partner for suggestions about how to show the class the process so each classmatecan use the process.

FOR VOLUNTEER USE:

This student has completed 1 2 3 4 of the above material during our practice session.

I suggest the student work on:

Volunteer's Signature:

Golden West College

Speech Communication 020Intermediate PronunciationSkills Demonstration Portfolio

Student: I.D. Class Days/Hours:

Norma Landa Flores, Instructor Fall 1997

25 2

Step I.

Skill #3: Outlining & Practicing A Speech of Self-Introduction

(a) Student: Look at pages 61 and 62 in your textbook. Notice that There are two main ideasto talk about in your speech to introduce yourself to your classmates. Read Part I & II andwrite a word or short phrase in the empty lines. The words or short phrases should bein Standard American English and should relate to the outlined area of information.

(b) Listener: Look at the student's outlined information on pages 61-62 in the textbook. Thestudent will practice speaking, in a conversational manner (not reading all of it) what has

been outlined . As you listen to the student, write the confusing word you hear in the spaceon the outline provided for you below. After the student has finished practicing the speechshare your listening observations with the student and pronounce the words so that thestudent can practice pronouncing and be prepared for the speech presentation in class,

(c) Student: Look at your speech outline, just enough to remember what you want to say.Then,speak as though you were having a friendly conversation with the Listener. When you arefinished speaking, the Listener will give you some feedback about your pronunciation androle model the appropriate way to say your words. Don't forget to ask, "What did you hearme say?"

Step II.

(a) Listener: As you listen, write in any words you think the speaker mispronounced.

Body (write in mispronounced words)

I. This is some information about my background.

A. This is who I am.

1. My name is . It means __

2. The city I was born in is

3. The first language I learned to speak is

4. The amount of time I have been speaking English is

(months, years....)

B. This is what I'm interested in.

1. I'm studying pronunciation because I want to major

in

2. I'm working/have worked as a

3. I would like to work as a

4. My leisure interests are

(outlined continued next page)

Pronunciation (write phrases)

II. These are my personal values.

A. If the place I live in were burning and I could only savethree things, not people, I would save:

1. because

2 because

3. because

B. If I won nine million dollars on the "California Lotto Show,"this is what I would do with the money:

1. because

2. because

3 because

(b) Student: Ask the Listener, "What did you hear me say ? "

(c) Listener: Point to the area in the speech outline where you heard a confusing word

pronounced, Say, "'heard you say in this place," andask an open question related to the word ( What did you mean? Why did you want to saythat? Where is that place? When did you do that? Who will you help? How will youdo that?) Then, help the student select an alternate word or phrase to say (withoutchanging the student's purpose or idea) and pronounce it outloud so that the student will

follow your "pronunciation role modeling."

Step III.

(a) Listener: circle the rating number that best indicates how competently the studentcommunicated and pronounced his/her ideas in this speech practice session. The rating

scale is: Effective=5 Proficient=4 Functional=3 At-Risk=2 Limited=1

1. Eye contact, the student looked up at me as he/she shared information__1 2 3 4 5

2. Enunciation, the student spoke loudly and clearly enough to be heard 1 2 3 4 5

3. Articulation, the student explicitly pronounced word 2 3 4 5

4. Emphasis, the student verbally stressed purpose & meanings of words_____ 1 2 3 4 5

5. Organization, information & details were arranged in logical sequence 1 2 3 4 5

total points circled=

(b) Listener: put an X next to the total points of funtional/practicalpronunciation behaviors the student demonstrated this session:

_Effective =25/21 Proficient=20/1 6 Functional=1 5/1 1 At-Risk=1 0/6 Limited=5/0

Listener's Signature: Student:

27.t

SP 020:2 ssessment of Oral- Communication & Pronunciation Competency

Competency

Question Number 1:

Q:What do you like the most about this countryand why do you like that behavior or idea?

A:

Criteria Rating

__Is Audible/Encodes__Uses Standard Vowel & Consonant Sounds__Explicitly Articulates Word Endings

__Conveys Meaning of Emphasized Syllables__Communicates Message Function & Intention

Question Number 2:

Q: What is your favorite kind of work to doand why do you like that kind of work?

A:

1 2 3 4 5

__Is Audible/Encodes__Uses Standard Vowel & Consonant Sounds

__Explicitly Articulates Word Endings__Conveys Meaning of Emphasized Syllables__Communicates Message Function & Intention

Question Number 3:

Q: Give me an example of someone who didn'tunderstand you when you spoke English. Whatdid you say and what did they hear you say?

A:

1 2 3 4 5

__Is Audible/Encodes__Uses Standard Vowel & Consonant Sounds

Explicitly Articulates Word Endings__Conveys Meaning of Emphasized Syllables

__Communicates Message Function & Intention

1 2 3 4 5

Diagnostic: Work on [ ] Contrasted to [ ] Date:__ ___ Assessor:

Rating:5=Effective 4=Proficient 3=Functional 2=At-Risk 1=Restricted Tot al Score___/3=___

Sp Corn Placement Recommendation: Sp 020 _ Sp 025 _ Sp 027 _ Sp 030 _Sp 090

__ Sp 100 __ Sp 108 __ Sp 110 _ Sp 112 _ Sp 175 Sp 200 Sp 240

p.28

Prefacereaching C7ea

Communication inGrades 1-<-8Ann L. Chaney and Tamara L. BurkAllyn and Bacon, 1998

Teaching Oral Communication in Grades K-8 was inspired by our involve-ment in a project to develop a language arts curriculum for K through 8high-ability learners. Directed by Dr. Joyce Van Tassel-Baska (Center forGifted Education, The College of William and Mary) and funded by theU.S. Department of Education and the Javits Act Program (BOCES, SaratogaSprings, New York), participants collaborated to design content standardsand curriculum guidelines for K through 8 high-ability learners with ac-companying curriculum units integrating reading, writing, thinking, andoral language.

In the process of consulting with language arts teachers about contem-porary issues in oral communication pedagogy, we learned that there arevery few resources readily available to teachers that address oral commu-nication competency in the K through 8 classroom. We were also struck bythe lack of interdisciplinary scholarship on oral communication. Most ofthe literature we reviewed was either highly theoretical and directed to-ward an audience of speech communication professionals; or, at the otherextreme, directed toward language arts practitioners, but subject to somesignificant theoretical misconceptions (noted below) about the nature oforal language and its interrelationship to other strands of the language arts.Several of the most useful and theoretically sound books were written morefor an audience of undergraduate or secondary speech communicationeducators rather than for the K through 8 classroom teacher, educationgraduate student, or curriculum supervisor.

Three primary misconceptions occur frequently in oral language in-struction. First, while there is much evidence to suggest that oral commu-nication is a vital aspect of literacy and critical thinking development, aprominent misconception that oral communication is merely the ability to

293

Preface

talk has nonetheless persisted. The result has been a significant under-emphasis on oral communication within the language arts. A second factorinhibiting the effectiveness of oral language instruction is the misconcep-tion that oral communication skills central to life management, work, andlearning competence are acquired naturally as a child develops and thusneed less emphasis following the achievement of basic literacy skills. Athird, and corollary, misconception is that writing skills are highly transfer-able into oral communication skills, an assumption recently underminedby strong scholarly criticism.

In writing this book, it was our intention to address these three persis-tent misconceptions about oral communication and literacy and, thus, tohelp bridge the interdisciplinary gap between contemporary oral commu-nication theory and its actual application in the K through 8 classroom. Wehave tried to explain fundamental concepts in contemporary oral commu-nication instruction while suggesting practical strategies for implementinga competency-based approach to oral communication, both within the in-dividual classroom and as part of a larger curriculum development effort.Toward this end, the first four chapters of the book constitute a theoreticalfoundation for practical strategies suggested in later chapters.

Chapter 1 presents a view of oral communication-as-process and sug-gests that it is appropriate to place a stronger emphasis on oral languagecompetency within the integrated language arts classroom. Chapter 2 ad-dresses the creation of a communication-friendly climate in the classroomand discusses the impact of climate on communication competency, self-concept, and communication apprehension. Gender and cultural sensitiv-ity are discussed here as well. Chapter 3 presents a theoretical scope andsequence for a variety of oral communication contexts, including formalinformative and persuasive public speaking, debate, conversation, small-group discussion, dramatic performance, and media literacy. Chapter 4 isdevoted exclusively to active listening. It reviews the four primary func-tions of listening and how they interrelate to four primary speakingfunctions.

The second part of this book is more practical in its discussion of teach-ing and assessment strategies. Chapter 5 tackles the practical assessmentissues facing teachers who would like to include a greater emphasis onoral communication in their classroom, including a discussion of authenticperformance assessment, assessment methods, and tips on informal class-room evaluation. Chapter 6 suggests practical ways in which teachers canmake the most of basal and traditional language arts texts in teaching oralcommunication as process. Chapters 7 through 9 contain exercises for threelevels (K-2, 3-5, and 6-8) for use with integrated language arts programs

30

Teaching OealCommunication in

aeocles /-<-8Ann L. Chaney and Tamara L. BurkAllyn and Bacon, 1998

One of the most effective uses of videotaping is to turn the tendency to be self-critical on its head by asking the student to identify pleasant characteristics thatwere surprises, for example, "You have a good delivery. Let's talk about it for aminute. What do you think your strengths are, after viewing this tape of yourspeech/discussion/negotiation?"

Video or Audiotape PortfoliosWe recommend a system of creating and storing video or audio work products inconjunction with a speech folder containing written work products. Audiovisualwork products include:

an impromptu speechan interpersonal or conflict-management role-play exercisea small-group discussiona prepared speechpractice sessions of the activities above as well as the final products

Written work products include:

outlines of speechesnotes or concept maps to demonstrate active listeningessays about an oral communication experienceteacher evaluationsself- and peer evaluations

Another use of the videotape portfolio is to provide examples of a student'sprogress for parents. It may be important to explain to the parents what the stu-dent had learned prior to the assignment and what you were looking for in theassignment, so that they can place the activity they are viewing in its proper context.

Interviews and Constructed-Response AssessmentsExhibit 5.7 is an example of an assessment which uses the constructed-responsemethod (Flores 1995). That is, the rater asks an open-ended question and thenapplies a uniform criteria to the listener's response, which is recorded as closelyas possible on the evaluation.

31

CHAPTER 5

Exhibit 5.7 Assessment of Oral Communication and Pronunciation Competency

Rating: 5 = effective 4 = proficient 3 = functional 2 = at-risk 1 = restricted

QUESTION CRITERIA

1. What do you like most about this country, and why do Is Audibleyou like that feature? Uses Standard Vowel and Con-

sonant SoundsExplicitly Articulates WordEndingsConveys Meaning of EmphasizedSyllablesCommunicates Message Functionand Intention

Answer:

2. What is your favorite game to play and why do youlike that game?

Answer:

Is AudibleUses Standard Vowel andConsonant SoundsExplicitly Articulates WordEndingsConveys Meaning of EmphasizedSyllablesCommunicates Message Functionand Intention

3. Give me an example of someone who doesn't under-stand you when you speak English. What happenswhen you try to speak with that person?

Answer:

Is AudibleUses Standard Vowel andConsonant SoundsExplicitly Articulates WordEndingsConveys Meaning of EmphasizedSyllablesCommunicates Message Functionand Intention

Total Score: = 3

Diagnostic: Contrasted to: Date:

Reprinted with permission of Fiores (1995).

32

Assessment of Communication Competency and Ena lish

Soeakino Skills--Elementary School Oral Performance

Student's Name Teacher's Name

Message Context:

Directions: Watch the sample conversation on the tv monitor so that you can practice and take aturn presenting a a TV Conversation About an Unusual Problem Situation" withyour teacher as a tv interviewer, and your classmates as the audience that will be listeningso that they can interact with you after your conversation with the tv interviewer.

Part I.

Interviewer Question: Where were you and who was there when you noticed that an unusualproblem situation was starting to happen?

Speaker Response: (May be rated on scale as student performs skill and/or response may bewritten in the space provided on the right of this form).

Part II.

Interviewer Question: What happened that caused a problem for you, and how did you say or dosomething to solve the problem so that everyone would be happy with how you took care ofthe unusual situation?


Part III.

interviewer: What part of the speaker's message needs to be clearer, audience? Who has aquestion for the speaker? (Teacher encourages audience to paraphrase, and ask an openquestion about the speaker's message).


Part IV.

Interviewer: What lesson do you think you learned from your unusual problem situation andyour interaction with the audience?


33 34;

Content-Based Competencies & Performance-Based Criteria Evaluation Form

FunctionalCommunication

Skills

___ParaphrasesOther's Purpose

_HighlightsOther's Ideas

Discloses Own

InformationResponds to

Questions

_Focuses onProblem/SolutionReports Other'sPerceptions

Expresses Own

Opinion & Feeling

Strategy &Interaction

Skills

_Previews MethodOf Responding

Uses Transitionsto Start, Maintain& End Interactions

_Describes SpecificCultural /Contextual

Conditions_HighlightsOccurrences inChronological Order

_Gives RelevantExamples & DetailsDefines RelevantCultural/ContextualWords & Phrases

_SummarizesReasoning Process

Receptive &Evaluative

Skills

Gives PertinantOral Responses to

Spoken & Visual

Messages

__Clarifies AttitudeCorresponding withOther's Spoken &

Visual Messages

Provides CriticalEvaluation of Own

& Other's Spoken

& Visual Messages

_Explains OwnInterpretation ofMessage Function

& Intention_Explains Method

of Using Other'sInterpretation ofMessage Function

& Intention

Verbal &Nonverbal

Skills

Encodes & Speaks

English Audibly

,Avoids GrossMispronunciationof Vowel &Consonant Sounds

Uses GrammaticalContinuity &ExplicitlyArticulates

Word Endings

Conveys Meaningof Emphasized

Syllables

Avoids VagueWords, Phrases, &

Abrupt Responses_Avoids Distractive

Verbal & Nonverbal

Behaviors_Balances Use of

Time for RelationshipMaintenance Purposes

1 2 3 4 5 6 7 1 0 1 2 3 4 5 6 7 0 1 2 3 4 5 0 1 2 3 4 5 6 7

7 Criteria x 3 Competencies-21 points5 Criteria x 1 Competency= 5 Points

Total Possible 26 PointsExample: 26-12-14/4-3.5-Proficient

Total Points-26- ______/4 Score

Rating Scale: 5-Effective 4-Proficient 3-Functional 2-At-Risk 1-Non English Speaker

ACCESSElementary School Oral Performance (c) by N. L. Flores, 1996 for the SCA

Exammee's responses may be written in the space below;

Tecichine OealCommunication in

Geodes K-13Ann L. Chaney and Tamara L. BurkAllyn and Bacon, 1998

Multiculturalism and InterculturalCommunicationAccording to Flores (1993), intercultural communicators collaborate to build mean-

ing. Collaboration occurs when the source and the receiver give each other addi-

tional information or offer appropriate verbal and nonverbal feedback. The extra

information helps the other person redefine, or reinterpret, the original message.Two important forms of feedback are (1) paraphrasing how the message has beeninterpreted, so that the speaker has an opportunity to redefine the message; and

(2) providing follow-up information, if necessary, to indicate confusion or a lack of

understanding.In addition to valuing difference in culture, a communication-friendly class-

room allows opportunity for cultural collaboration. Exhibit 2.1 provides a closer

look at the cultural collaboration and redefinition process. You will notice that it

uses elements of the SMCR model (sourcemessagechannelreceiver) introducedin Chapter 1.

The Importance of a Communication-Friendly Classroom

Exhibit 2.1 Cultural Collaboration and Redefinition Process

Context. The appropriate words, grammar, examples, and actions that are expectedbecause of the occasion, time, place, and relationship of the participants in theinteraction. In intercultural communication situations, factors such as culturalnorms and fields of experience may be key to determining context.

Source. The person or group that originates the message or speech. In interculturalcommunication, the source makes an initial effort to define a meaningful messageby using four communication skills:

1. Thinking/feeling to determine the purpose of the communication2. Selecting symbols to use in sending the message3. Analyzing and adapting to the receiver4. Sending the message

Message. The intended message is the set of verbal and nonverbal symbols used bythe source to further the purpose of the communication. Often, however, thesource may send unintentional messages that may impede understanding. Thisproblem may occur frequently in intercultural communication, where symbolmeanings, cultural norms, and field of experience are likely to differ greatly. Othercommunication barriers arising from various forms of interference (describedbelow) can also obscure the meaning of an intended message.

When a source recognizes that the receiver has not understood the intendedmessage, he or she must redefine, or clarify, the message using the following three

communication skills:

1. Use ideas and beliefs that are likely to mean something to the receiver.

2. Use an arrangement of examples, reasons, grammar, pronunciation, and non-verbal behavior that will be perceived as logical by the receiver.

3. Adjust the message as necessary by alternating symbols for ideas and feelings.

Channel. The different ways a verbal or nonverbal message can be sent to the receiver.By sight (nonverbal) and by sound (verbal).

(continued)

3 5 3 BEST COPY AVAILABLE

reaching C'ealCommunication inGeodes 1-<-8Ann L. Chaney and Tamara L. BurkAllyn and Bacon, 1998

CHAPTER 2

Exhibit 2.1 Continued

Receiver. The person(s) for whom the message is intended. The receiver collaborateswith the source to build and share meaning by:

1. Physically sensing the message (hearing and/or seeing).2. Interpretingmaking sense of the message.3. Evaluating the message to determine a response. Based on the interpretation

of the message, the receiver formulates a purpose in responding to themessage.

4. Responding to the message.

In defining a response to a message, the receiver employs the samecommunication skills that are used by the source in defining the original message:

using thoughts and feelings to determine the purpose of the communica-tionselecting symbols to use in the messageadapting the symbols so that they are meaningful to the other person, andthenactually delivering the message.

If the source does not accept the response as leading to an understanding, thereceiver must reinterpret the original message and redefine the response to thatmessage. In doing so, the receiver uses the following skills:

anticipating the ideas and beliefs that will be meaningful to the otherperson;using a logical arrangement of examples, reasons, grammar, pronunciation,and nonverbal behavior; andalternating symbols for ideas and feelings, as necessary, to build a sharedunderstanding.

Interference. Barriers to interpretation of the intended message. There are threeprimary types of interference:

1. external interferencephysical stimuli that draw the receiver's attention awayfrom the message;

2. internal interferencepsychological stimuli that distract the receiver, such as,mood; field of experience; and cultural beliefs, values, or attitudes; and

3. semantic interferencemispronunciation or inappropriate vocabulary.

Sometimes words or nonverbal behaviors can have a variety of meanings, whichacts as interference.

Adapted and reprinted with permission of N. L. Flores (1993, p. 35).

36

BEST COPY AVAILABLE

I ACCESS-HS:lntercultural Assessment of CommunicationCompetency & English Speaking Skills-High School Edition(c) Norma Landa Flores, 1995

Directions: Look at the communication interactions on this page so that you can notice the different processesand procedures high school students use to do their school, sports, work or family tasks in theirculturally diverse speaking and listening situations.

..4101L-

Directions: Listen to these 3 questions and then answer the 3 questions by talking to the interviewer.

Ql: What task do you know how to do that might involve you in a culturally diverse high school studentspeaking and listening situation?

Q2: What kind of actions or procedures would you have to use in order to complete the task safely andeffectively?

Q3: Why do you think that your way of getting your task done will be beneficial to all of the people involved inthe culturally diverse speaking and listening situation?

BEST COPY AVAILABLE 373

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Dep

artm

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mun

icat

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den

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t Col

lege

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tingt

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each

, CA

4R

ES

T C

OP

Y A

VA

ILA

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2

I ACCESS:intercultural Assessment of CommunicationCompetency & English Speaking Skills

Directions:Look at the communication interactions on this page so that you can notice the various processespeople use to do their work-related tasks in their culturally diverse job situations.

Q:

Q:

Q:

What kind of work do you know how to do that might involve you in a culturally diverse job situation?

What kind of actions or procedures would you have to use in order to get your job done safely andeffectively?

Why do you think that your way of getting the job done will be beneficial to all of the people involved inthe culturally diverse job situation?

39

Inte

rcul

tura

l Ass

essm

ent o

f C

omm

unic

atio

n C

ompe

tenc

y &

Eng

lish

Spea

kins

SK

ills

Exa

min

ee's

Las

t Nam

e:

Exa

min

er:

Exa

min

er:

Exa

min

ee's

Firs

t Nam

e:I 0

If

Look

at t

he c

omm

unic

atio

n in

tera

ctio

ns o

n th

is p

age

so th

at

you

can

notic

e th

e va

rious

pro

cess

es p

eopl

e us

e to

do

thei

r

wor

k-re

late

d ta

sks

In th

eir

cultu

rally

div

erse

job

situ

atio

ns.

Mak

e be

lieve

that

you

are

at a

job

inte

rvie

w a

bout

the

kind

of w

ork

that

Inte

rest

s yo

u an

d an

swer

the

follo

win

gqu

estio

ns a

bout

you

r ki

nd o

f wor

k.

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min

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:W

hat k

ind

of w

ork

do y

ou k

now

how

to d

o th

atm

ight

invo

lve

you

in a

cul

tura

lly d

iver

se s

ituat

ion?

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min

erQ

:W

hat k

ind

of a

ctio

ns o

r pr

oced

ures

wou

ld y

ou h

ave

to u

sein

ord

er to

get

you

r jo

b do

ne s

afet

y an

d ef

fect

ivel

y?

Exa

min

erQ

:

Com

pete

ncie

s &

Crit

eria

Why

do

you

thin

k th

at y

our

way

of g

ettin

g th

e jo

bdo

ne w

ill b

e be

nefic

ial t

o al

l of t

he p

eopl

e in

volv

edin

the

cultu

rally

div

erse

job

situ

atio

n?

Exa

min

ee's

res

pons

es m

ay b

e w

ritte

nin

the

spac

e be

low

:

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:T

wo:

Thr

ee:

Fou

r.F

ive:

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:S

even

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pose

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us)

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aniz

atio

n)(E

xam

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ncia

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phas

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43

GOLDEN WEST COLLEGE

CONTENT REVIEW FORM

Request for () 'Prerequisite Corequisite Advisory

TARGET COURSE (Name and Number): SfPC.CC. A- Covv 0 (.0 CFaymerly sfdi°1°Course for which the prerequisite, corequisite or advisory is proposed

Content review requires identification of ALL of the following by the discipline/department faculty of therespective course(s):

1. Before entering the target course the student should be able to:List skills, attitudes. competencies. and or knowledge.

SEE ATTACHED

2. Upon completion of the prerequisite, corequisite, advisory course, the student should be able to:List skills, attitudes. competencies and or knowledge.

SEE ATTACHED

3. Compare the entry skills required for the target course (#1) with the exit skills of the requestedprerequisite, corequisite, advisory (#2). If there is a significant match, it supports the prerequisite,corequisite or advisory are necessary for student success in the targeted course.

SEE ATTACHED

4. Upon completion of the target course, the student should be able to:List skills. attitudes. competencies and/or knowledge.

CCI ACTION:

SEE ATTACHED

Approved Denied Date:

NOTE: Content Review is deferred to the program review year for the respective disciplines for the following:Prerequisite is required by statute or regulation'Prerequisite is part of a closely related lecture-laboratory course pairing within a discipline

41 A17

TA

RG

ET

CO

UR

SE

:S

PE

EC

H C

OM

MU

NIC

AT

ION

060

-IN

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RM

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IAT

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Adv

isor

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ours

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ompl

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n of

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L 03

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enro

llmen

tin

ES

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rong

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cour

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)

EN

TR

Y L

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SK

ILLS

need

ed b

efor

e en

teri

ngta

rget

cou

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rse:

Sp

Com

060

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rmed

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nunc

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unct

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l Com

mun

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Em

phas

is)

1. T

he s

tude

nt h

as a

lim

ited

degr

eeof

abi

lity

in u

nder

stan

ding

pron

unci

atio

n ap

preh

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d ca

n id

entif

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tuat

ions

whe

nhe

/she

mig

ht h

ave

to in

tera

ct to

ask

ques

tions

.

2. T

he s

tude

nt w

ill b

e ab

le to

ask

and

answ

er q

uest

ions

abou

t rea

ding

san

d sp

oken

expr

essi

ons.

3. T

he s

tude

nt h

as a

lim

ited

degr

eeof

abi

lity

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nder

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arify

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ders

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gqu

estio

ns to

sel

ect a

ppro

pria

tevo

wel

and

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sona

nt p

ronu

ncia

tion.

45

EX

IT L

EV

EL

SK

ILL

Sac

quir

ed u

pon

com

plet

ion

of ta

rget

cou

rse:

Cou

rse:

ESL

033

ES

L Li

sten

ing/

Spe

akin

g, L

evel

3

1. T

he s

tude

nt w

ill le

arn

how

tore

cogn

ize

pron

unci

atio

npa

ttern

s fo

r ga

inin

g in

form

atio

nin

sim

ple

spea

king

situ

atio

ns s

uch

as in

the

pron

unci

atio

n ne

eded

whe

n op

enin

g a

bank

acc

ount

and

inpo

lite

conv

ersa

tions

.

2. T

he s

tude

nt w

ill le

arn

how

toas

k an

d an

swer

que

stio

nsab

out c

lass

wor

k, r

eadi

ngs,

and

expr

essi

ons.

3. T

he s

tude

nt w

ill le

arn

how

tore

cogn

ize

and

use

limite

d co

ntro

l iin

pro

noun

cing

ofte

n co

nfus

edsi

mpl

e w

ords

by

havi

ng h

is/h

erpr

onun

ciat

ion

of v

owel

sou

nds

ingr

oups

and

end

con

sona

nt c

lust

ers

corr

ecte

d.

Com

pari

son

of e

ntry

ski

llsfo

r ta

rget

cou

rse

with

exi

tsk

ills

of a

dvis

ory

cour

se:

Sign

ific

ant M

atch

?

EX

IT L

EV

EL

SK

ILL

Sac

quir

ed u

pon

com

plet

ion

of ta

rget

cou

rse:

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rse:

Sp

Cor

n 06

0In

term

edia

te P

ronu

ncia

tion

(Fun

ctio

nal C

omm

unic

atio

n E

mph

asis

)

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skill

des

crip

tors

mat

ch1.

The

stu

dent

has

an

intr

oduc

tory

degr

ee o

f abi

lity

in u

nder

stan

ding

inte

rcul

tura

l pro

nunc

iatio

nap

preh

ensi

on a

nd c

an id

entif

yco

ntex

ts w

hen

he/s

he m

ight

hav

eto

inte

ract

to a

sk q

uest

ions

tocl

arify

ver

bal a

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onve

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mis

unde

rsta

ndin

gs.

2. Y

ES

- s

kill

desc

ripto

rs m

atch

2. T

he s

tude

nt w

ill b

e ab

le to

verb

ally

ask

and

ans

wer

ques

tions

abo

ut fu

nctio

nal

com

mun

icat

ion

cont

exts

,pr

onun

ciat

ion

read

ings

&or

alin

tera

ctio

ns.

3. Y

ES

skill

des

crip

tors

mat

ch3.

The

stu

dent

can

inte

ract

tocl

arify

pron

unci

atio

nm

isun

ders

tand

ings

at a

nin

trod

ucto

ry d

egre

e of

abi

lity

by v

erba

lly p

arap

hras

ing,

and

aski

ng o

pen

ques

tions

bef

ore

sele

ctin

g al

tern

ate

exam

ples

and

soun

ds to

pro

noun

ce in

func

tiona

lco

mm

unic

atio

n co

ntex

ts.

46

[TAR

GE

T C

OU

RS

E:

SP

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L 03

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rong

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EN

TR

Y L

EV

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Sne

eded

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ours

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rse:

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lish

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6. T

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lity

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rmat

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47

EX

IT L

EV

EL

SK

ILL

Sac

quir

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pon

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plet

ion

of a

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ory

cour

se:

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rse:

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he s

tude

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ill b

e ab

le to

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Eng

lish

as a

Sec

ond

Lang

uage

spok

en g

ram

mar

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rono

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nses

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mod

als

in s

ongs

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erci

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f con

vers

atio

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5. T

he s

tude

nt w

ill b

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le to

pron

ounc

e E

nglis

h as

a S

econ

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sing

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posi

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r ne

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sing

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lish

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stud

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ill b

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itch,

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ours

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he s

tude

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ill b

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le to

artic

ulat

e S

tand

ard

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eric

anE

nglis

h sp

oken

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mm

ar in

tens

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lura

ls, p

osse

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ird p

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nctio

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omm

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nm

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5. T

he s

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ill b

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ct o

r pr

oduc

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sing

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ndar

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mer

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lish

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rpos

e, s

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lm

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sing

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ails

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est f

or li

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48

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l Com

mun

icat

ion

Em

phas

is)

7. T

he s

tude

nt h

as a

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ited

degr

eeof

abi

lity

in u

nder

stan

ding

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tous

e S

tand

ard

Am

eric

an E

nglis

h to

brie

fly m

aint

ain

ave

rbal

conv

ersa

tion

by a

skin

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dan

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ing

othe

r's q

uest

ions

.

8. T

he s

tude

nt h

as a

lim

ited

degr

eeof

abi

lity

in u

nder

stan

ding

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tore

spon

d to

an

inte

rvie

wer

'squ

estio

ns.

9. T

he s

tude

nt h

as a

lim

ited

degr

eeof

abi

lity

in u

nder

stan

ding

how

toin

tera

ct w

ith s

peak

ers

ofS

tand

ard

Am

eric

an E

nglis

h,by

witi

ng r

epon

ses

to r

ecor

ded

Eng

lish

as a

Sec

ond

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uage

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dsph

rase

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d m

essa

ges

in th

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mun

icat

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.

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EX

IT L

EV

EL

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ILL

Sac

quir

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plet

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sten

ing/

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akin

g, L

evel

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7. U

sing

Eng

lish

as a

Sec

ond

Lang

uage

the

stud

ent w

ill b

e ab

le to

prac

tice

spea

king

insi

mpl

eco

nver

satio

ns,

will

lear

n ho

wto

par

ticip

ate

in w

ork

grou

ps, a

ndw

ill p

ract

ice

the

skill

s of

pol

iteco

nver

satio

n.

8. T

he s

tude

nt w

ill b

e in

trod

uced

to w

ays

of u

nder

stan

ding

how

tore

spon

d to

sim

ple

requ

ests

,in

stru

ctio

ns, c

omm

ands

and

ques

tions

, and

will

lear

n to

resp

ond

polit

ely

and

com

plet

ely.

9. T

he s

tude

nt w

ill b

e ab

le to

resp

ond

to a

udia

l/vis

ual

Eng

lish

as a

Sec

ond

Lang

uage

in th

e E

SL

Lab

whe

neve

r au

dial

/vi

sual

med

ia is

ava

ilabl

e.

Com

pari

son

of e

ntry

ski

llsfo

r ta

rget

cou

rse

with

exi

tsk

ills

of a

dvis

ory

cour

se:

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nific

antM

atch

?

7. Y

ES

skill

des

crip

tors

mat

ch

8. Y

ES

- s

kill

desc

ripto

rs m

atch

9. N

O -

ski

ll de

scrip

tors

mat

chfo

r sy

stem

atic

eva

luat

ion

ofst

uden

t's in

tera

ctio

nw

ithsp

eake

rs o

f Sta

ndar

dA

mer

ican

Eng

lish.

EX

IT L

EV

EL

SK

ILL

Sac

quir

ed u

pon

com

plet

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rget

cou

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Com

060

Inte

rmed

iate

Pro

nunc

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unct

iona

l Com

mun

icat

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Em

phas

is)

7. U

sing

Sta

ndar

d A

mer

ican

Eng

lish

the

stud

ent w

ill b

e ab

le to

brie

fly m

aint

ain

ave

rbal

dial

ogue

by

intr

oduc

ing

self

toot

hers

, dis

clos

ing

pron

unci

atio

nap

preh

ensi

on, a

nd r

eque

stin

g or

alfe

edba

ck fr

om li

sten

ers.

8. T

he s

tude

nt h

as a

n in

trod

ucto

ryde

gree

of a

bilit

y in

pra

ctic

ing

how

to r

espo

nd to

an

inte

rvie

wer

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uest

ions

usin

gat

tend

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vior

s an

d ve

rbal

lypa

raph

rasi

ng, a

t an

inte

rmed

iate

pron

unci

atio

n le

vel o

f fun

ctio

nal

com

mun

icat

ion

skill

s.

9. T

he s

tude

nt w

ill b

e ab

le to

verb

ally

and

non

verb

ally

inte

ract

with

spe

aker

s of

Sta

ndar

d A

mer

ican

Eng

lish,

at a

n in

term

edia

te p

ronu

ncia

tion

leve

l of f

unct

iona

l com

mun

icat

ion

skill

s, in

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GW

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lege

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ech

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om th

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Ski

lls N

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nter

ing

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Cor

n 02

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1. T

he s

tude

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houl

d ha

ve a

lim

ited

degr

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f abi

lity

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unci

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preh

ensi

on a

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an id

entif

ysi

tuat

ions

whe

n he

/she

mig

ht h

ave

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tera

ct to

ask

que

stio

ns.

2. T

he s

tude

nt s

houl

d be

abl

e to

ask

and

answ

er q

uest

ions

abo

ut r

eadi

ngs

and

spok

en e

xpre

ssio

ns.

3. T

he s

tude

nt s

houl

d ha

ve a

lim

ited

degr

eeof

abi

lity

in u

nder

stan

ding

how

to c

larif

ypr

onun

ciat

ion

mis

unde

rsta

ndin

gs b

y as

king

ques

tions

to s

elec

t app

ropr

iate

vow

el a

ndco

nson

ant p

ronu

ncia

tion.

4. T

he s

tude

nt s

houl

d ha

ve a

lim

ited

degr

eeof

abi

lity

in u

ders

tand

ing

how

to a

rtic

ulat

eS

tand

ard

Am

eric

an E

nglis

h sp

oken

gra

mm

arin

ver

bs, t

ense

s, a

nd d

escr

iptiv

e ph

rase

s.

5. T

he s

tude

nt s

houl

d ha

ve a

lim

ited

degr

eeof

abi

lity

in u

nder

stan

ding

how

to e

nunc

iate

Sta

ndar

d A

mer

ican

Eng

lish

to lo

gica

lly a

ndde

scrip

tivel

y gi

ve d

irect

ions

.

6. T

he s

tude

nt s

houl

d ha

ve a

lim

ited

degr

eeof

abi

lity

in u

nder

stan

ding

how

to u

seS

tand

ard

Am

eric

an E

nglis

h to

em

phas

ize

purp

ose,

str

ess

and

into

natio

n to

con

vey

orga

nize

d in

form

atio

n in

clud

ing

subo

rdin

atio

nof

det

ails

.

Ski

lls A

cqui

red

Upo

n C

ompl

etio

n of

Sp

Com

020

1. T

he s

tude

nt w

ill h

ave

an in

trod

ucto

ry d

egre

eof

abi

lity

in u

nder

stan

ding

inte

rcul

tura

lpr

onun

ciat

ion

appr

ehen

sion

and

can

iden

tify

cont

exts

whe

n he

/she

mig

ht h

ave

to in

tera

ctto

ask

que

stio

ns to

cla

rify

verb

al a

ndno

nver

bal m

isun

ders

tand

ings

.

2. T

he s

tude

nt w

ill b

e ab

le to

ver

bally

ask

and

answ

er q

uest

ions

abo

ut fu

nctio

nal

com

mun

icat

ion

cont

exts

, pro

nunc

iatio

nan

d or

al in

tera

ctio

ns.

3. T

he s

tude

nt c

an in

tera

ct to

cla

rify

pron

unci

atio

n m

isun

ders

tand

ings

at a

nin

trod

ucto

ry d

egre

e of

abi

lity

by v

erba

llypa

raph

rasi

ng, a

nd a

skin

g op

en q

uest

ions

bef

ore

sele

ctin

g al

tern

ate

exam

ples

and

sou

nds

topr

onou

nce

in fu

nctio

nal c

omm

unic

atio

n co

ntex

ts

4. T

he s

tude

nt w

ill b

e ab

le to

art

icul

ate

Sta

ndar

d A

mer

ican

Eng

lish

spok

en g

ram

mar

in te

nses

, plu

rals

, pos

sess

ives

, and

third

pers

on s

ingu

lar

wor

d en

ding

s of

func

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lor

al c

omm

unic

atio

n m

essa

ges.

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he s

tude

nt w

ill b

e ab

le to

enu

ncia

teS

tand

ard

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eric

an E

nglis

h to

logi

cally

and

desc

riptiv

ely

pres

ent a

func

tiona

l spe

ech

desc

ribin

g an

d ex

plai

ning

how

, whe

re a

ndw

hy to

find

an

obje

ct o

r pr

oduc

t.

6. T

he s

tude

nt w

ill b

e ab

le to

use

Sta

ndar

dA

mer

ican

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lish

to e

mph

asiz

e pu

rpos

e,

sylla

bles

, str

ess,

and

into

natio

n in

ora

lm

essa

ges

to c

onve

y in

form

atio

n in

out

lined

form

focu

sing

on

subo

rdin

ated

det

ails

and

an o

ral r

eque

st fo

r lis

tene

r fe

edba

ck.

p.45

Ski

lls N

eede

d B

efor

e E

nter

ing

Sp

Cor

n 02

0S

kills

Acq

uire

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pon

Com

plet

ion

of S

p C

orn

02Q

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he s

tude

nt s

houl

d ha

ve a

lim

ited

degr

eeof

abi

lity

in u

nder

stan

ding

how

to u

seS

tand

ard

Am

eric

an E

nglis

h to

brie

flym

aint

ain

a ve

rbal

con

vers

atio

n by

ask

ing

and

answ

erin

g ot

her's

que

stio

ns.

8. T

he s

tude

nt s

houl

d ha

ve a

lim

ited

degr

eeof

abi

lity

in u

nder

stan

ding

how

to r

espo

ndto

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inte

rvie

wer

's q

uest

ions

.

9. T

he s

tude

nt s

houl

d ha

ve a

lim

ited

degr

eeof

abi

lity

in u

nder

stan

ding

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to in

tera

ctw

ith S

peak

ers

of S

tand

ard

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eric

an E

nglis

hby

writ

ing

resp

onse

s to

rec

orde

d E

nglis

has

a S

econ

d La

ngua

ge w

ords

, phr

ases

and

mes

sage

s in

the

GW

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omm

unic

atio

n la

bs.

7. T

he s

tude

nt w

ill b

e ab

le to

use

Sta

ndar

dA

mer

ican

Eng

lish

to b

riefly

mai

ntai

n a

verb

aldi

alog

ue b

y in

trod

ucin

g se

lf to

oth

ers,

disc

losi

ng p

ronu

ncia

tion

appr

ehen

sion

, and

requ

estin

g or

al fe

edba

ck fr

om li

sten

ers.

8. T

he s

tude

nt h

as a

n in

trod

ucto

ry d

egre

eof

abi

lity

in p

ract

icin

g ho

w to

res

pond

toan

inte

rvie

wer

's q

uest

ions

usi

ng a

ttend

ing

beha

vior

s an

d ve

rbal

ly p

arap

hras

ing,

at a

nin

term

edia

te p

ronu

ncia

tion

leve

l of f

unct

iona

lco

mm

unic

atio

n sk

ills.

9. T

he s

tude

nt w

ill b

e ab

le to

ver

bally

and

nonv

erba

lly in

tera

ct w

ith s

peak

ers

ofS

tand

ard

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eric

an E

nglis

h, a

t an

inte

rmed

iate

pro

nunc

iatio

n le

vel o

ffu

nctio

nal c

omm

unic

atio

n sk

ills,

in th

eG

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com

mun

icat

ion

labs

.

CO

PY A

VA

ILA

BL

E

52

GOLDEN WEST COLLEGE

CONTENT REVIEW FORM

Request for () Prerequisite Corequisite Advisory

TARGET COURSE (Name and Number): S PEP C11.14A O (-ForMerki Sp cows losCourse for which the prerequisite, corequisite or advisory is proposed

Content review requires klentification of ALL of the following by the discipline/department faculty of therespective course(s):

1. Before entering the target course the student should be able to:List skills. attitudes. competencies and or knowledge.

SEE ATTACHED

2. Upon completion of the prerequisite, corequisite, advisory course, the student should be able to:List skills, attitudes. competencies and or knowledge.

SEE ATTACHED

3. Compare the entry skills required for the target course (#1) with the exit skills of the requestedprerequisite, corequisite, advisory (#2). If there is a significant match, it supports the prerequisite,corequisite or advisory, are necessary for student success in the targeted course.

SEE ATTACHED

4. Upon completion of the target course, the student should be able to:List skills, attitudes, competencies and or knowledge.

CCI ACTION:

SEE ATTACHED

Approved Denied Date:

NOTE: Content Review is deferred to the program review year for the respective disciplines for the following:Prerequisite is required by statute or regulationPrerequisite is part of a closely related lecture-laboratory course pairing within a discipline

46

53

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The

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unic

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to v

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atio

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Stu

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gain

Info

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tand

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purp

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.

Yes

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igni

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tT

he s

tude

nt u

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ds th

eco

mpl

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he c

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curs

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ard

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ndar

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ican

Eng

lish

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ent w

ill b

e ab

le to

ver

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able

to v

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cong

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verb

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ehav

iors

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nver

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n by

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en q

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ions

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ghlig

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llow

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tions

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clos

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rmat

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ntai

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sing

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ns,

high

light

ing,

aski

ng fo

llow

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ques

tions

and

the

stud

ent w

ill b

e ab

le to

ver

bally

initi

ate

mai

ntai

n an

d co

nclu

de a

form

al in

terv

iew

usi

ng o

pen

abou

t sel

fdi

sclo

sing

info

rmat

ion

abou

t sel

fqu

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ns, a

skin

g fo

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tions

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uate

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esan

d ve

rifyi

ng e

ssen

tial

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rmat

ion.

Usi

ng S

tand

ard

Am

eric

an E

nglis

hth

eU

sing

Sta

ndar

d A

mer

ican

Eng

lish

Yes

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igni

fican

tU

sing

Sta

ndar

d A

mer

ican

Eng

lish

stud

ent w

ill b

e ab

le to

con

stru

ct a

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ent w

ill b

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le to

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atch

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ch

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ndar

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mer

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lish

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ent w

ill b

e ab

le to

verb

ally

pre

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stud

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e ab

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verb

ally

mat

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uden

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/her

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oth

and

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clas

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with

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ILLS

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ill b

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rmat

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atte

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its -

Sig

nific

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Stu

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Stu

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dent

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itori

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e pa

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s

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tude

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ill b

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audi

ence

cen

tere

d. lo

gica

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otio

nal l

angu

age

in p

ersu

asiv

esp

eech

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gai

n m

utua

l ben

ifit

mat

ch

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scri

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affe

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rite

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ord

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skito

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ence

nee

ds &

exp

ecta

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coo

rdin

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izat

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nglis

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igni

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tude

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1997

Pro

gram

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Con

tent

Rev

iew

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e G

olde

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est C

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omm

unic

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epar

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t, H

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gton

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lls N

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kills

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1. T

he s

tude

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n in

trod

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ry

unde

rsta

ndin

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com

mun

icat

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iden

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he

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xper

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he s

tude

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d be

abl

e to

ver

bally

ask

and

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uest

ions

to g

ain

info

rmat

ion

abou

t

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ic s

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assi

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ents

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inte

ract

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tude

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houl

d be

abl

e to

und

erst

and

the

diffe

renc

e be

twee

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e-w

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nd tw

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proc

esse

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ed to

sel

ect

alte

rnat

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etor

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feat

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odify

ver

bal

& n

onve

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beh

avio

rs w

hen

spea

king

to o

ther

s.

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he s

tude

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houl

d be

abl

e to

art

icul

ate

Sta

ndar

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mer

ican

Eng

lish

spok

en g

ram

mar

in g

ivin

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al in

stru

ctio

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llow

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ps in

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5. T

he s

tude

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houl

d be

abl

e to

cle

arly

enun

ciat

e S

tand

ard

Am

eric

an E

nglis

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desc

riptiv

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ectiv

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pini

ons,

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te o

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and

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ribe

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r's p

erce

ptio

ns in

pub

lic

spea

king

and

list

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g si

tuat

ions

.

60

1. T

he s

tude

nt w

ill h

ave

a ut

ilita

rian

unde

rsta

ndin

g of

com

mun

icat

ion

appr

ehen

sion

,ca

n id

entif

y si

tuat

ions

whe

n he

/she

mig

ht b

elik

ely

to e

xper

ienc

e it

and

can

appl

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leas

tth

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diffe

rent

tech

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red

uce

it.

2. T

he s

tude

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ill b

e ab

le to

ver

bally

ask

othe

rs p

ertin

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uest

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ain

and

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b an

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assr

oom

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rvie

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inte

ract

ions

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iscu

ssio

ns.

3. T

he s

tude

nt w

ill b

e ab

le to

col

labo

rativ

ely,

clar

ify p

ublic

spe

akin

g m

essa

ges

& in

tera

ctio

nsin

mul

ticul

tura

l con

text

s by

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ng a

var

iety

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verb

al &

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verb

al s

trat

egie

s in

cul

tura

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ublic

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ass-

med

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peak

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sten

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inte

ract

ions

.

4. T

he s

tude

nt w

ill b

e ab

le to

exp

licitl

yar

ticul

ate

Sta

ndar

d A

mer

ican

Eng

lish

spok

en

gram

mar

in o

ral p

rese

ntai

ons

of in

form

ativ

e,gr

oup

& p

ersu

asiv

e sp

eech

es to

gui

de &

focu

slis

tene

r's a

ttent

ion

to th

e pr

actic

al &

logi

cal

prog

ress

ion

of v

erba

l & n

onve

rbal

sup

port

.

5. T

he s

tude

nt w

ill b

e ab

le to

cle

arly

enu

ncia

teS

tand

ard

Am

eric

an E

nglis

h to

des

crip

tivel

y,ob

ject

ivel

y, lo

gica

lly &

crit

ical

ly c

ite &

use

audi

ence

-cen

tere

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sues

, fac

ts &

opi

nion

s in

info

rmat

ive,

gro

up &

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suas

ive

spee

ches

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reci

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elat

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ST

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AIL

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LE

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lls N

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6. T

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tude

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d be

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e to

use

Sta

ndar

d

Am

eric

an E

nglis

h by

em

phas

izin

g th

e sp

eech

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ess

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tona

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ver

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ater

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sitio

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ppor

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tion

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tent

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e sp

eech

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7. T

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tude

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d be

abl

e to

use

Sta

ndar

d

Am

eric

an E

nglis

h to

ver

bally

mai

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s in

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all g

roup

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wor

k w

ith c

ultu

rally

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cla

ssm

ates

to

defin

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esea

rch,

ana

lyze

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-sol

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dis

cuss

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tude

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abl

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res

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to

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rally

div

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oth

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stra

ting

atte

ndin

g be

havi

ors

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turn

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d la

ngua

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cle

ar p

arap

hras

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appr

opria

te to

the

imm

edia

te c

onte

xt.

9. T

he s

tude

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houl

d be

abl

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ver

bally

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nver

bally

inte

ract

with

spe

aker

s of

Sta

ndar

d A

mer

ican

Eng

lish

whe

n w

orki

ngw

ith p

eers

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assi

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ts in

the

GW

C la

bs.

p.53

Ski

lls A

cqui

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Upo

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ompl

etio

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Cor

n 11

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6. T

he s

tude

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ill b

e ab

le to

use

Sta

ndar

d

Am

eric

an E

nglis

h to

str

ateg

ical

ly e

mph

asiz

eth

e sp

eech

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pose

in s

ylla

bles

, str

ess

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tona

tion

& b

y ve

rbal

ly c

onve

ying

res

earc

hed

& o

utlin

ed m

ater

ials

ana

lyze

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mee

t the

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ticul

tura

l aud

ienc

e be

liefs

, val

ues

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xpec

tatio

ns &

that

pro

vide

incl

usiv

ela

ngua

ge fo

cusi

ng o

n a

unifi

ed th

esis

of

shar

ing

mea

ning

in in

form

ativ

e, g

roup

and

pers

uasi

ve p

ublic

spe

akin

g co

ntex

ts.

7. T

he s

tude

nt w

ill b

e ab

le to

use

Sta

ndar

d

Am

eric

an E

nglis

h to

ver

bally

& n

onve

rbal

lypa

rtic

ipat

e in

task

orie

nted

& r

elat

ions

hip

orie

nted

pro

blem

-sol

ving

gro

up in

tera

ctio

ns to

defin

e a

prob

lem

in te

rms

of fa

ct, d

efin

ition

,va

lue

or p

olic

y, r

esea

rch

pote

ntia

l sol

utio

nsus

ing

a va

riety

of c

ultu

rally

div

erse

res

ourc

es

and

prep

are

a gr

oup

pres

enta

tion

usin

g a

colla

bora

tive

criti

cal t

hink

ing

form

at to

reac

h a

cons

ensu

s on

a fe

asib

le s

olut

ion.

8. T

he s

tude

nt w

ill b

e ab

le to

res

pond

to

cultu

rally

div

erse

oth

er's

pub

lic s

peak

ing

verb

al &

non

verb

al m

essa

ges

by n

onve

rbal

ly

dem

onst

ratin

g at

tend

ing

beha

vior

s in

clud

ing

eye

cont

act,

faci

al e

xpre

ssio

n, g

estu

res

&m

ovem

ents

indi

catin

g in

tere

st &

atte

ntiv

enes

s

& b

y ve

rbal

ly u

sing

turn

taki

ng, o

wne

dla

ngua

ge, c

onte

xt-r

elat

ed p

arap

hras

ing

& a

stat

emen

t of a

ppre

ciat

ion

prov

idin

g an

exam

ple

of h

ow th

e lis

tene

r ha

s, is

or

will

be a

ble

to r

elat

e to

the

spea

ker's

mes

sage

.

9. T

he s

tude

nt w

ill b

e ab

le to

ver

bally

&no

nver

bally

inte

ract

with

spe

aker

s of

Sta

ndar

d A

mer

ican

Eng

lish

whe

n w

orki

ng w

ithpe

ers

or a

ssis

tant

s to

sat

isfa

ctor

ily c

ompl

ete

Spe

ech

110

Lab

Ass

ignm

ents

.

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too

To: Marilyn Dorfman, Learning Resources DeanFrom: Norma Flores, Speech Communication 020, 027, and 110 Instructor

Ref: GWC Speech Dept. Pedagogical, Assessment, and -Accountability Concerns

As Related to The ...Intercultural, Speech Communication, and Tutoring Centers

Date: 11/3 /97

Problems

1. LACK OF STAFFING for Sp 020and Sp 027 students requiringlisteners for skills #1, 4, & 7.

2. LACK OF TRAINING for I.C. staffin giving feedback for skills #1,4and 7.

3. LACK IN THE AVAILABILITY OFAPPOINTMENT TIME SLOTS toserve the needs of the students(limited hours listeners in ICC)

Criteria

1. LACK OF STAFFING: (a)Studentsshould not be deprived of theopportunity to practice speaking andlistening skills (b)instructorsneed to provide students with amethod for practicing their oralpronunciation skills (c) CenterStaffs need to know they can fit theirfree time into an open endedschedule.

2. LACK OF TRAINING: (a)Studentsshould not be deprived of role modelnative speakers of Englishwhen interacting to maintainintercultural relationships throughstructured pronouncing,speaking, and listening lab centerexperiences (b)Instructors need toprovide students with a method formaintaining relationships by usingpronunciation in interculturalcontexts (c) Center Staffs needeasy to follow instructions of howto fill out lab interaction forms toprovide students and instructorswith feedback about skill levels.

3. LACK IN THE AVAILABILITY OFAPPOINTMENT TIME SLOTS:(a) Students shouldn't have to misswork or family obligations toreturn to campus for appointments(b) Instructors need to know whenthe Integrated Lab Centers will beopen and staffed in order to plantheir lab assignments before eachsemester starts (c)Center Staffsneed increased resources beforethey can increase appointmenttimes and days labs will be open.

p. 55 fli

Suggested Solutions

1. LACK OF STAFFING:Coordinate Scheduling Needs(a) Complie a list of the dates andtimes each instructor expectsstudents to use the IC Center(b) count the number of studentsexpected to use labs (c) design aMon-Fri calendar for each week ofthe semester showing available timeslots (d) estimate how manyvolunteers will be needed (e) printthe list of days, times, & numberof volunteers needed (f) use list asrecruitment/sign up sheet inmainstream speech classes, inbusiness corn classes, in English,Spanish and Vietnamese languageclasses, in social science classes,in campus and community serviceclubs.

2. LACK OF TRAINING:Provide Training Videos(a) each instructor demonstrateshow to use their skill packets(b) videotapes a sample speaker/listener skill demonstration and(c) leaves the video in the Centerfor both students and volunteersto use for their guidelines.

3. LACK IN AVAILABILITY OFAPPOINTMENT TIME SLOTS:Study Skills Scholarships(a) Make a large poster size signof the center's services and hours(b) list expectations of studentswhich include being on time, beingprepared, and method of enforcingexcessive appointment cancelations(c)consult with the GWC FoundationsOffficer to ask for donations forCommunication Study Skills fundsto cover additional expensesincurred by keeping the IntegratedIC/Speech/Tutoring Center openM-F for the use of speech students aswell as international students.

References

Bryan, J.W. (1997), Interpersonal Communication-Speech Communication 100-Skill CompetencyDemonstration Packet: Assertion Skill Demonstration. Huntington Beach, CA: Golden West College,

Speech Communication Department.

Bryan, J.W. (1997), Interpersonal Communication-Speech Communication 100-Skill CompetencyDemonstration Packet: Perceptions Skill Demonstration. Huntington Beach, CA: Golden West College,


Bryan, J.W. (1997), Communication Principles,-Speech Communication 108-Skill CompetencyDemonstration Packet: Opinions Skill Demonstration. Huntington Beach, CA: Golden West College,


Bryan, J.W. (1997), Public Speaking-Speech Communication 110- Content Review and Comparison ofEntry Level Skills with Exit Level Skills of Advisory Course. Huntington Beach, CA: Golden West College,

Speech Communication Department and Language Arts Division.

Chaney, A. L., & Burk, T. L. (1998), Teaching Oral Communication in Grades K-8: Preface, pp. xiii-xv.Needham Heights, MA., Allyn and Bacon Publishing.

Chaney, A.L., & Burk, T.L. (1998), Teaching Oral Communication in Grades K-8: The Importance of aCommunication-Friendly Classroom, Multicultural and Intercultural Communication, pp. 38-40.

Needham Heights, MA., Allyn and Bacon Publishing.

Chaney, A.L., & Burk, T.L. (1998), Teaching Oral Communication in Grades K-8: Authentic PerformanceAssessment, Interviews and Constructed-Response Assessments, pp. 139-140. Needham Heights, MA.,Allyn and Bacon Publishing.

Flores, N.L., & Ratliffe, S.A. (1994), Clarifying Perceptions Skill Competency Demonstration RevisionPrototype. How To Develop A Competency-Based Speech Communication Laboratory Assessment Program.1994 SCA Summer Conference Proceedings and Prepared Remarks on "Assessing College StudentCompetency in Speech Communication", Speech Communication Association, Annandale, VA.

Flores, N.L. (1994), Intercultural Assessment of Communication Competency and English Speaking Skills:I ACCESS Test & User's Guide. Paper presented at the Speech Communication Summer Conference onAssessing College Student Competency in Speech Communication, Alexandria, VA., August 4-7.

Flores,N.L., & Ratliffe, S.A. (1994) How To Develop A Competency-Based Speech Communication LaboratoryAssessment Program. 1994 SCA Summer Conference Proceedings and Prepared Remarks on "AssessingCollege Student Competency in Speech Communication", Speech Communication Association, Annandale, VA.

Flores, N.L. (1995), Using Dialogue Between Researcher And Participants As A Method Of Coping WithIssues Of Credibility In Translation Of Hispanics' Pronunciation : Bicultural Oral Communication

Assessment, Pronunciation Skills. Paper presented at the SCA Convention, San Antonio, Nov. 18-21.ERIC DOC. 390 096.

56

References

Flores, N.L. (1995), Assessment of Oral Communication and Pronunciation Competency . Huntington Beach,

CA: Speech Communication Department.

Flores, N.L. (1995), Intercultural Assessment of Communication Competency and English Speaking Skills-High School Edition. Highlights of the SCA Assessment Conference & Instrument Users Workshop. Paperpresented at the California Speech Communication Association Conference at California State University,

San Francisco, April.

Flores, N.L. (1995), Multicultural Collaborative Communication Model: Using Indigenous Strategies ToManage Learning In Multicultural Public Speaking Classrooms. Paper presented at the SCA Convention,

San Antonio, Nov. 18-21. ERIC DOC. 390 095.

Flores, N.L. (1996), Assessment of Communication Competency and English Speaking Skills--ElementarySchool Oral Performance: SCA Prototype. Assessment Format Developed in Consultation with SCA's

Committee on Assessment and Testing Panel Discussions at the SCA Convention, San Diego, Nov. 1996.

Flores, N.L., & Bryan, J.W. (1997), Speech Communication 110-Public Speaking CompetencyLabInteraction Workbook: Outlining & Practicing a Speech to Motivate to Action. Huntington Beach, CA:

Golden West College, Speech Communication Department.

Flores, N.L. (1997), Speech Communication 027-Vocational Communication-Advanced PronunciationSkills Demonstration Portfolio: Outlining & Practicing a Speech to Describe a Job-Related Object.

Huntington Beach, CA: Golden West College, Speech Communication Department.

Flores, N.L. (1997), Speech Communication 020-Intermediate Pronunciation-Skills DemonstrationPortfolio: Outlining & Practicing a Speech of Self-Introduction. Huntington Beach, CA: Golden West

College, Speech Communication Department.

Flores, N.L. (1997), Intermediate Pronunciation Skills-Speech Communication 060-Content Review andComparison of Entry Level Skills with Exit Level Skills of Advisory Course. Huntington Beach, CA:

Golden West College, Speech Communication Department and Language Arts Division.

Flores, N.L. (1997), Golden West College Speech Communication Program Pronouncing, Speaking, andListening Skills Standards for Speech Communication 020. Huntington Beach, CA: Golden West College,


Flores, N.L. (1997), Golden West College Speech Communication Program Pronouncing, Speaking, andListening Skills Standards for Speech Communication 110. Huntington Beach, CA: Golden West College,


Flores, N.L. (1997), GWC Speech Dept. Pedagogical, Assessment, and Accountability Concerns As Related ToThe Intercultural, Speech Communication, and Tutoring Centers. Huntington Beach, CA: Golden West

College, Speech Communication Department and Learning Assistance Resource Center.

Sudweeks, S., Ratliffe, S., & Hudson, D. (1997), Speech Communication 025-Speaking and Listening SkillsVolunteer Practice Session and Skill Demonstration: Process Speech Skill, Volunteer Practice Session.

Huntington Beach, CA: Golden West College, Speech Communication Department.

5772

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