Starting & Growing a Conversation Partner

ProgramCatherine Clements, University of Minnesota

MELEd Conference, November 7, 2015

Today’s Presentation Overview of Conversation Programs Ways to create a program

Different models Ways to grow an existing program

The role of the coordinator Results

What is a Conversation Partner Program? Program in which participants who are learning

each other’s native languages* get together and speak, dividing time between both languages, for an exchange of language and culture

A Spanish L1/English L2 is paired with an English L1/Spanish L2. They meet and speak for 1 hour in Spanish, 1 hour in English.

*This is the traditional definition. I will discuss variations.

Creating a Program Consider your populations of English L2s

Common L1s -- Spanish, French, German Easy to pair with English L1s who have learned the language With the exception of Spanish, they are in short supply in Minnesota

Critical L1s -- Arabic, Russian, Korean Increasingly easy to pair as more English L1s learn these languages

LCTLs -- Somali, Karen, Thai Require more creativity but there are options

Consider English L2’s home culture too Gender roles, social hierarchy More on this later

Creating a Program, cont’dConsider your English L2’s needsDo they need English for work? School? Everyday?

This will determine who they should be paired with optimally, and what they can expect out of the program.

Do they have jobs/dependents?Free time is crucial

What are their resources?Cars/transportation, $$$, computersThese will determine where and how they can meet their partners, and what sorts of activities you can ask them to attend.

How long have they been in the USA?Those who have been here longer may feel more confident about moving around, meeting new people

Creating a Program, cont’dConsider your population of available English L1s Students in HS or college language classes Other students

TEFL classes Classes with Globalization theme/requirement

Community members Those looking to learn/preserve an L2 Retirees Other altruistic folks

Creating a Program, cont’d Now that you know who your L1/L2 populations

are, it’s time to create the program. As you do, there are some things to keep in mind …

Point #1: It’s all about the

Americans.

How to Recruit Americans: Language StudentsContact language instructors of local schools. Propose

a partnership.If you have enough English L2s from a specific background to pair with an entire class (e.g., Chinese L1s with an English L1/Chinese L2 class)You must have a plan for other students not from this L1

Students must meet a certain # of times and divide time between languages

Students can discuss topics related to courseworkUsually students will spend more time in the more proficient language

Motivating Teachers and StudentsHow to motivate the teachers: Tell them intercultural exchanges facilitate larger goals of:

Intercultural Communicative Competence (Byram, Council of Europe,1997)5Cs of the World-Readiness Standards (1996, 2015)Translingual/Transcultural Competencies (MLA, 2007)Global Competency (ACTFL, 2014)

How to motivate reluctant English L1s – “I’m already in class 7 hours a week.”

Intercultural Communicative Competence (ICC)This does not grow by sitting in a class surrounded by other L1s!

Efficient language learning –will accelerate what you are doing in class

How to Recruit Americans: Non-Language StudentsContact instructors of non-language classes

TEFL students“Globalization” classes

Increasingly common in college and some high schoolsInternational business/MBA students

Propose a partnership, or even a “badge,” for a certain # of hours of interaction with English L2s

Not tutoring, just interaction

Participation Options For Students (English L1/L2)Mandatory/part of a course

This is the best option, by far, but hardest to getExtra creditVoluntary

The most dedicated students will register, but beware of recidivism“This is the semester I will brush up on my German!” -- Americans register with the best of intentions, but tend to drop out when their schedules become busy.

Recruiting Non-Students Check with local cultural groups/societies. These groups might

have heritage learners who want partners. Twin Cities:

Mizna (Arab Arts Organization) Swedish American Institute CLUES (Latino Community Group)

Other resources Libraries Churches Retirement communities

Logistics: PairingIf you have recruited sufficient populations of English L1s, now you can register participants. Paper is OK for a small program or one with no computer access, but if possible, do this digitally (Google Forms)Required fields: ask for name and contact information, and information regarding …

Free timeHobbies/majorPartner preferences

Your age/10 years of your age/any ageMale, female, don’t care… but beware of male seeking female

# of partners (OK if you share a partner?)

Google Form

Logistics ContinuedGoogle Forms used for pairing

Logistics – PairingPartner based on available free time above all elseBe aware of cultural norms -- e.g., oftentimes Muslim women cannot talk to/meet with men outside the family Consider different kinds of partnerships to alleviate awkwardness

2 on 2 instead of 1 on 1 Send an e-mail informing both participants of their partners (names and contact information). Tell them to get in touch with each other and arrange a time to meet.

Or, inform them when they will be meeting.

Point #2: Provide multiple

opportunities, and keep it fun

A Word about Cultural NormsAfter partners have been paired, provide coaching on the following topics: Cultural sensitivity

What is considered acceptable in 1 culture is unacceptable in another

Coach participants re: cultural ideas about time, ideas about acceptable topics of conversation, personal distance, etc.

Communication Americans’ texting/emailing practices are confusing to many

Gender roles, especially touchingSome initial work here will prevent misunderstandings later

Growing the ProgramYour role as coordinator: Keep things positive, provide opportunities for language use

1.Have events, events, eventsa.Plan fun get-togethers where participants can meet and use

their language/intercultural skillsb.Low (or no) cost, low stress, high impact for participantsc.Have food. Always.

i. Food is a good incentive for overscheduled Americans

Growing the Program, continuedBe available & involved, in person and electronically Be a friendly, nonjudgemental presence who can act as

a resource and step in as necessary in partnerships Check in regularly with participants

If partners are meeting, ask how it’s going If not, ask why they aren’t meeting and how you can help

Get involved sooner rather than later

Point #3: Think about sustainability

(of the program, the participants,

and yourself)

SustainabilityA few easy steps help ensure the long-term growth of the program and participants’ L2 abilities. Oftentimes there is great initial excitement on participants’ part which leads to

letdown Peak of inflated expectations trough of despair Especially in advanced learners!

1. Get help with event planning1. Participants can take turns planning & publicizing events (which will grow the program, too)

2. Have “open enrollment” periods but not rolling enrollment1. The program works best if you are NOT continuously pairing partners2. You want a large bank of available partners for people3. Continuous pairing is a drain on the coordinator, too

3. Know your role is to create opportunities for language learning, not police interactions1. People will drop out or have imperfect experiences, but there will be great successes too

Sustainability Encourage a variety of ways for partners to

contact each other Face-to-face is great but requires much schedule

coordination With permission, partners can and should use

Facebook, e-mail, text, or Skype/FaceTime to be in touch when they can’t meet in person

Consider creating anonymous Skype or e-mail accounts for participants concerned about privacy GoldyGopher1, GoldyGopher2

SustainabilitySend regular “care packages” to participants via e-mail

Suggest local resources, ideas for places to meet, etc.Provide resources for conversations

Recognize this is an awkward relationship that introverts and those shy about their L2 skills will find challenging

You Try ItTurn to the person next to you. Introduce yourself. Ask about your partner’s clothing habits and preferences. Are they like yours?

You Try It, Part 2Refer to the “Do you care about fashion?” handout. Think about your own habits. Talk to the same partner. Compare your preferences with those of your partner. How are they similar and different?

Does it Work? [The exchange] has benefitted me mainly in speaking and listening. Speaking is the area where I made significant gains. Having a person you can talk to in Chinese was very helpful in reinforcing the vocabulary, grammar, and pronunciation that I was taught in class. Moreover, it increased my confidence in speaking the language. It provided a natural speaking environment where I had to speak and listen simultaneously with my partner without pausing. This is unlike the classroom where you often find many students and only one professor. In the classroom setting, speaking can be limited. The professor can speak to one student at a time and let one student speak at a time. The advantage with my partner is he/she can immediately provide feedback after I speak or each time I make a mistake. Since they are native speakers, I can imitate his/her rhythm of speech to more closely resemble a native speaker. —English L1/Chinese L2

Does it Work, continued[The exchange] has helped my language learning when it comes to gaining proficiency in my listening skills. Often, the listening exercises in classes are recorded with a standardized accent and pronunciation, but with a language partner, I am able to hear different ones, which would eventually help me should I ever go abroad to that country. Also, it has taught me slang words. Since slang is always evolving, there is no guarantee that a professor would know the up-to-date slang of 2015. This is especially helpful when it comes to engaging with the culture and with native speakers. The same goes for popular music in the target language. —English L1/Arabic L2

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http://www.gartner.com/technology/research/methodologies/hype-cycle.jsp Lidicott, A. J. & Scarino, A. (2013) Intercultural language teaching and learning.

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