Partnership for Learning Conference for CPRtrainers and Supervisors February 27March 2 Rabat

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• Partnership for Learning Conference for
  CPR-trainers and SupervisorsFebruary 27-March
  2Rabat
• USING THE SCENARIO TO ENHANCE STUDENTS
  COMMUNICATIVE COMPETENCE
• A. Senhaji
• CPR OUJDA
• senabdelouahab_at_yahoo.fr

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USING THE SCENARIO TO ENHANCE STUDENTS
COMMUNICATIVE COMPETENCE

• OUTLINE
• Strategic Interaction Definition and Rationale.
• The Scenario Components and Stages.
• Types of Scenarios.
• Strategic Interaction Characteristics and
  Benefits.
• The Role of the Teacher.
• Role Play vs. Scenario Role. ?

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USING THE SCENARIO TO ENHANCE STUDENTS
COMMUNICATIVE COMPETENCE

• OBJECTIVES
• Participants will be able to
• Get acquainted with the interactive approach of
  strategic interaction.
• Explore and experiment with the use of the
  scenario in the classroom.
• Develop awareness of how the use of the scenario
  can promote communicative competence.
• Distinguish between role play and scenario role. ?

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• Role A Teacher
• You have been assigned to write an important
  report about your school. It is due in the
  principal's office tomorrow. However, if you
  could have one more day, it would be a much
  better report. (Actually, it is your first
  wedding anniversary, and you have made
  reservations at a very prestigious hotel for a
  romantic dinner with your spouse.) Prepare to
  discuss this matter with your principal.

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• Role B Principal
• A meeting with the ministry of education has
  been moved up from tomorrow to this afternoon. As
  a result, the report being written by your
  teacher is needed today, rather than tomorrow as
  originally planned. How will you tell your
  teacher to speed up the writing of the report
  without jeopardizing its quality?

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STRATEGIC INTERACTIONDEFINITION AND RATIONALE

• DEFINITION
• S.I. refers to a conversational and interactive
  teaching method devised by Robert Di Pietro at
  the University of Delaware (1987)
• Involves the use of the scenario in teaching (the
  main organizational device). ? ?
• Aims at training strategic competence under
  unrehearsed, unpredictable circumstances,
  generating plenty of authentic lge use in the
  classroom ? ? ?
• to foster better communicative competence in
  the target lge. ? ?. ? entails the unexpected
  and requires the use of lge to resolve conflicts
• An openended strategic Interplay of Roles
  functioning to fulfill personal agendas within a
  shared context. Robert Di Pietro ?

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STRATEGIC INTERACTIONDEFINITION AND RATIONALE

• THE RATIONALE
• It is as users of the new lge that people become
  learners of it ??
• Speaking is, after all spontaneous // It
  should be rehearsed in as life-like an atmosphere
  as possible. ? ? improvisation
• Lge involves the full range of human behavior.
  It is not only cognitive but social and personal
  as well. Humans are concerned with accomplishing
  their purposes through the tool of lge. ??
• Holistic view of the learning process where the
  cognitive and humanistic aspects contribute to
  the student's and the teacher's personal growth.
• Development of language control proceeds through
  creativity which is nurtured by interactive,
  participatory activities.?

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THE SCENARIO COMPONENTS and STAGES

• COMPONENTS
• An openended Strategic Interplay of Roles
  functioning to fulfill Personal Agendas within a
  shared context.Robert Di Pietro
• ? ? ?
  ? ? ?
  ? ? ?
• Strategic Interplay
  (open-ended) (physical involvement)
• Roles Dynamic ? Never played out the same way
  twice Reciprocation lends itself to dramatic
  tension.
• (Adult/-Child)
  (Parent/Offspring) (Salesperson/Buyer) (T/
  ST) (Waiter/Customer) (Employer/Employee)
  (cautious/spontaneous)
• Personal Agendas
  (aims, objectives)
• Shared Context (reason for
  interaction /argue/convince)
  (unshared
  information builds a 'hidden agenda) ?

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THE SCENARIO COMPONENTS and STAGES

• STAGE 1. THE REHEARSAL
• T sets the scene. (gives a brief introduction.
  but no details. )
• The class is divided into two sets of small
  groups (A/B). ? Different groups are assigned
  different roles.
• Copies of the A and B role-cards are given to
  groups.
• The rehearsal ? SS read, understand, generate
  ideas about what they may be asked, brainstorm
  types of possible exchanges ?
• Learners are given, or encouraged to assume,
  complete freedom in choosing their strategies and
  conversational roles.
• A student is appointed as a spokesperson. ?

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THE SCENARIO COMPONENTS and STAGES

• STAGE 2. THE PERFORMANCE
• Group representatives may have recourse to their
  groups. ? SS request time out. ? Strategies may
  have to be reconsidered, adopted or abandoned,
  depending on new information. ? SS work
  creatively to resolve the conflict successfully.
  ?
• Most likely the encounter will force each
  character to make spontaneous strategic
  adjustments ? situation shifts from what was
  rehearsed to what actually takes place during the
  scenario.
• SS try to maintain comº to solve the problem that
  has been arisen. ? T. takes notes
• A well-constructed scenario quickly leads to a
  "twist" ? SS' expectations quickly disappear. ?

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THE SCENARIO COMPONENTS and STAGES

• STAGE 3. THE DEBRIEFING
• Time for review reflection ? events of the
  Performance stage //solutions are discussed. ?
  feedback is provided on how to improve comº/
  Alternate strategies/ culture-specific customs
  and attitudes/ appropriateness of language use/
  Various matters of grammar/ vocabulary/
  pronunciation/ discourse ?
• During this stage, T uses notes provide feedback
  on how to improve comº // performance ? SS will
  be better prepared to perform in future
  scenarios.
• Encourage the class to make suggestions.
• Ask SS to guess the other agenda. ?

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TYPES OF SCENARIOS

• The basic scenario is the Two-Role type ?
  suitable for one encounter (a class period).
  Class split into 2 groups. ? Spokesperson
  interacts on behalf of the whole group.
• Multiple-Role scenarios have more than 2 direct
  roles. ? Involves using the teacher/moderator as
  a background character ?? can be advantageous for
  moving the scenario along (especially with
  less-advanced groups). ? ? Can provide
  assistance?// inject additional tension into the
  scenario.
• Group scenarios ?? All SS react in their own ways
  to an event or situation that involves or affects
  everyone in the group. (Usually used with
  lower-proficiency L2 students).
• Open-Ended scenarios promote the development of
  long-term roles and interrelated episodes that
  may span a number of class sessions.

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STRATEGIC INTERACTION CHARACTERISTICS BENEFITS

• CHARACTERISTICS
• Interactive
• Student centered
• Utilizes group work
• Task based
• Develops BICS (as opposed to CALP) ?

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STRATEGIC INTERACTION CHARACTERISTICS AND
BENEFITS

• BENEFITS
• Challenging Motivating learning experience. (
  Risk-taking) ?
• Encourages peer collaboration and cooperative
  learning.
• Engenders a lot of animated conversation and
  communication on the part of the students.
• Enlivens the classroom atmosphere ? involvement
  and initiative.
• Develops attentiveness and more sensitive
  listeners.
• Emphasizes spontaneity (to be able to rely on
  the moment). Be on your feet.
• Improves oral fluency.

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STRATEGIC INTERACTION CHARACTERISTICS AND
BENEFITS

• BENEFITS
• Helps use language purposefully in a
  contextualized way. (Unpredictable real life
  situations)
• Emphasizes communication and intelligibility.
• Builds self-esteem ? (while developing
  interpersonal skills and gaining self confidence)
• Develops improvisatory skills . (When a point of
  conflict/twist). (This emphasizes creativity,
  imagination and spontaneity)
• Fosters better communication competence in the
  target language.
• Promotes conversational management
  (starting/ending conversation, turn-taking,
  engaging in self-repair, changing the subject,
  arguing, interrupting)
• Enhances communication strategies (verbal and non
  verbal means of dealing with difficulties and
  breakdowns, paraphrasing, asking for
  clarification, using fillers, hesitation and
  pauses, code-switching, substituting, waiting,
  use of mimes, gestures and body movements ?

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THE ROLE OF THE TEACHER

• T Creator of a non-threatening and relaxed
  ambience.
• T redefined as a Guide, Consultant, rather than
  as a figure of power
• T Modeling transmits confidence and SS know what
  is expected of them/how to accomplish the task.
• T as Facilitator plays an implicit,
  non-interfering role ?
• Not knowledge transmitter/ not the source of
  information for the 1st 2 stages/ provides
  Helpful feedback when asked / Advises/ can step
  back / act as an Observer.. ?? A
  short T presentation stage suffices in providing
  scaffolds to self-directed learning. (tasks
  carefully explained, with examples). ?
• (Debriefing Stage) T re-assumes role ? central
  focus of class.
• Moderator / Model / Facilitator / Reference /
  Observer / Guide / Consultant / Counselor/
  Advisor / ?

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ROLE PLAY and SCENARIO ROLE

• RP Memorized dialogues ? Discourse is scripted
  and instructional.
• SR Involves natural spontaneous discourse.
• RP No freedom of choice ? Fixed roles T-oriented
  tasks.
• SR Free to choose. ? Interpret role as they wish.
  Roles are negotiable. ? Focus is group oriented.
• RP Principal aim is correct performance of
  grammatical structures or lge functions ? to
  reinforce the syllabus.
• SR Focus on fluency communication,? Aspects of
  the target lge are taken from the interaction and
  determine the linguistic syllabus.

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ROLE PLAY and SCENARIO ROLE

• RP ST is given a part, ? ST portrays someone
  other than self.
• SR ST plays self within the framework of the
  role.
• RP ST is often told what to do or think
  (e.g., You want to do sth but
  your partner doesnt).
• SR ST is given a situation but not told what to
  think or do.
• RP Usually all the players know what the others
  will say and do.
• SR The interaction contains a greater element of
  uncertainty and dramatic tension. ? 'hidden
  agenda' ?

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ROLE PLAY and SCENARIO ROLE

• ROLE PLAY
• Memorized dialogues ? Discourse is scripted and
  instructional
• No freedom of choice ? Fixed roles T-oriented
  tasks
• Principal aim is correct performance of
  grammatical structures or lge functions ? to
  reinforce the syllabus.
• ST is given a part, ? ST portrays someone other
  than self.
• ST is often told what to do or think (e.g., You
  want to do sth but your partner doesnt).
• Usually all the players know what the others will
  say and do.

• SCENARIO PLAY
• Involves natural spontaneous discourse
• Free to choose. interpret role as they wish.
  roles are negotiable. Focus is group oriented.
• Focus on fluency communication,? Aspects of the
  target lge are taken from the interaction and
  determine the linguistic syllabus.
• ST plays self within the framework of the role.
• ST is given a situation but not told what to
  think or do.
• The interaction contains a greater element of
  uncertainty and dramatic tension. ? 'hidden
  agenda'

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• DEFINITION
• An openended
• strategic Interplay
• of Roles functioning
• to fulfill
• personal agendas
• within a shared context

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• THE RATIONALE
• Holistic view of
• the learning process where
• the cognitive and
• humanistic aspects
• contribute to the student's and
• the teacher's personal growth.

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• COMPONENTS
• Strategic Interplay
• Roles
• Personal Agendas
• Shared Context

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• STAGES
• The Rehearsal
• The Performance
• The Debriefing

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• TYPES OF SCENARIOS
• Two-Role
• Multiple-Role
• Group scenarios
• Open-Ended

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• CHARACTERISTICS
• Interactive
• Student centered
• Utilizes group work
• Task based
• Develops BICS / CALP

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• BENEFITS
• THE ROLE OF THE TEACHER
• ROLE PLAY and SCENARIO ROLE

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Thank you for your Attention and
Collaboration. A.Senhaji CPR
OUJDA senabdelouahab_at_yahoo.fr