Los Medanos College 2700 East Leland Road Pittsburg CA ...improve pronunciation difficulties, speech...

Course Outline of Record Los Medanos College 2700 East Leland Road Pittsburg CA 94565

Course Title: Essential Pronunciation and Conversation Skills 1 Subject Area/Course Number: ESLN-065PC

Form Revised 5-18-2016 of 18

New Course OR Existing Course Author(s): Fall 2016 - Paula Gunder, with Monica Tapiarené and Gabriella Boehme Subject Area/Course No.: ESLN-065PC Units: 0 Course Title: Essential Pronunciation and Conversation Skills 1 Discipline(s): English as a Second Language Pre-Requisite(s): Co-Requisite(s): Advisories: One year of English language instruction; level-appropriate placement by the ESL assessment process Catalog Description: This is the first in the two-course “Entering” stage of the LMC Noncredit ESL oral communication instructional sequence. This foundational English for General Purposes (EGP) course is designed to help non-native English speaking students develop aural acuity and oral intelligibility and confidence. Students will begin to learn about and practice general conversation skills and North American English pronunciation features such as voicing, aspiration, mouth and tongue position, intonation, stress, emphasis, rhythm, linking, vowels, consonants, syllables, thought groups, phonetics and spelling rules. Instructional emphasis is placed on focused awareness raising and practice of discrete sounds, connected speech patterns, and applied conversational use. This level one entering-stage pronunciation and conversation course is four levels below transfer and supports students progressing to the level two entering-stage pronunciation and conversation course, ESLN-075PC. It is recommended that students concurrently enroll in the other level one entering-stage Noncredit ESL courses – ESLN-065G, ESLN-065VR, and ESLN-065W – as offered in the schedule of classes. Schedule Description: Would you like to practice and improve your English conversation skills? Do you also want to learn how to pronounce the sounds and patterns that make up the English language? Take this class and begin learning and practicing a set of essential pronunciation features and conversation skills to help you communicate in English for everyday purposes. This course uses language at a beginning to high-beginning level of English. Non-native English speakers at all levels can also benefit from this course. Successfully complete ESLN-065PC and ESLN-075PC, and then apply for the Essential Pronunciation and Conversation Certificate of Competency. Hrs/Mode of Instruction: Lecture: ____ Scheduled Lab: ____ HBA Lab: ____ Composition: ____ Activity: ____ Total Hours __54__

Credit Credit Degree Applicable (DA) Grading Pass/No Pass/Satisfactory Progress (P/NP/SP) Repeatability 0 Credit Non-Degree (NDA) Letter (LR) 1 Noncredit (NC) Student Choice (SC) 2 3 Unlimited This is a CSLO assessment based Noncredit redesign of the Credit course ESL-031 - Last date of Assessment: SU12 Cohort #: 1

Last date of Assessment: _______________ Cohort #: _____

Please apply for: LMC General Education Requirement(s): Transfer to: CSU UC IGETC Area ____ CSU GE Area____ C-ID Number ______ Course is Baccalaureate Level: Yes No




Signatures: Department Chair Date Librarian Date Dean (Technical Review) Date Curriculum Committee Chair Date President/Designee Date CCCCD Approval Date (Board or Chancellor's Office) Date

STAND ALONE COURSE: YES NO Course approved by Curriculum Committee as Baccalaureate Level: YES NO LMC GE Requirement Approved by the Curriculum Committee: _________________

FOR OFFICE OF INSTRUCTION ONLY. DO NOT WRITE IN THE SECTION BELOW. Begin in Semester ______________ Catalog year 20____/20_____ Class Max: ________________ Dept. Code/Name:_______________ T.O.P.s Code: _____________ Crossover course 1/ 2: _____________ ESL Class: ____Yes / No________ DSPS Class: _Yes / No_____ Coop Work Exp: ___Yes / No_____ Class Code A Liberal Arts & Sciences SAM Code A Apprenticeship Remediation Level B Basic Skills B Developmental Preparatory B Advanced Occupational NBS Not Basic Skills C Adult/Secondary Basic Education C Clearly Occupational D Personal Development/Survival D Possibly Occupational E For Substantially Handicapped E* Non-Occupational F Parenting/Family Support G Community/Civic Development *Additional criteria needed H General and Cultural 1 One level below transfer

I Career/Technical Education 2 Two levels below transfer J Workforce Preparation Enhanced 3 Three levels below transfer K Other non-credit enhanced Not eligible for enhanced




Institutional Student Learning Outcomes: General Education SLOs:

At the completion of the LMC general education program, a student will: 1. read critically and communicate effectively as a writer and speaker. 2. understand connections among disciplines and apply interdisciplinary approaches to problem solving. 3. think critically and creatively 4. consider the ethical implications inherent in knowledge, decision-making and action. 5. possess a worldview informed by diverse social, multicultural and global perspectives.

None

Program-Level Student Learning Outcomes (PSLOs): The Los Medanos College English as a Second Language (ESL) program infuses habits of mind/thinking dispositions and the LMC Institutional SLOs into our second language acquisition program student learning outcomes (PSLOs) to optimally help prepare students to meet their social and civic language needs and achieve their academic and career goals. As a non-native English language learner who successfully completes our program, you will…

PLSO 1 Reading

PSLO 2 Vocabulary

PLSO 3 Writing

PLSO 4 Grammar

PLSO 5 Speaking/ Listening

PLSO 6 Language Awareness

Embrace having more to learn through reading inquiringly and critically and thinking flexibly about diverse, multi-genre texts at the pre-college and college levels that connect you to multicultural, social, and global ideas and issues.

Strive to gain increasing ability to understand and accurately use vocabulary in context and on the new general service list (NGSL) and the new academic word list (NAWL).

Communicate clearly, effectively, and creatively in writing at the word, phrase, clause, sentence, paragraph, and essay levels, reviewing and reflecting on your writing and learning, and collaborating with others to support your continual development.

Risk responsibly and persist to accurately understand and apply a wide variety of grammatical structures – from basic to advanced - to negotiate meaning, ask questions, share and discuss ideas and opinions, solve problems, create plans, make decisions, present arguments, and apply past knowledge to achieve solid understanding and intended meaning.

Speak and listen with empathy and increasing confidence, fluency, and self-regulation, exploring diverse and alternative perspectives, within a range of formal and informal social, academic, and career communication settings.

Pay attention to recognize and self-improve pronunciation difficulties, speech challenges, writing complications, listening complexities, and reading issues that may impede successful engagement and interaction, finding humor and responding with wonderment and awe to support your doing so.

Course-Level Student Learning Outcomes (CSLOs): Upon completion of this course a non-native English speaking student will be able to CSLO 1: Identify and produce target sounds and patterns in words, sentences, and connected discourse at a beginning to high-beginning level (significant emphasis: PSLO 4 and 5; moderate emphasis PSLO 1, 2; and 4). CSLO 2: Understand and generate phonetically correct and socio-functionally appropriate speech at a beginning to high-beginning level of English for mainly conversational purposes (significant emphasis: PSLO 4 and 5; moderate emphasis PSLO 1, 2, 4). CSLO 3: Practice, describe, and assess understanding and use of habits of mind/thinking dispositions to effectively support learning pronunciation and conversation skills and interrelated language development (significant emphasis: PSLO 4 and 5; moderate emphasis PSLO 1, 2, and 4).




Assessment Instruments: CSLO 1: Identify and produce target sounds and patterns in words, sentences, and connected discourse at a beginning to high-beginning level. CSLO 1 can be assessed with such instruments as the following:

X Exams/Tests X Quizzes Research Projects

Portfolios Sentences and Paragraphs

X Oral and Aural Demonstrations /Performances

Projects

Field Trips Role Plays

X Group Projects

X Class Engagement/ Participation

X Homework X Journals, Notebooks, Logs, Inventories

X Assignments and Activities

In-class and Homework-based Assignments, Quizzes, and Exams/Tests: These assessments allow students the chance to demonstrate their pronunciation achievement gains through aural, oral, and written tasks and items such as the following: sound distinction and sound production (with verbal, pictorial, or written stimuli); sentence or word repetition; sentence conversion; rhyme words classification; homonyms determination; syllable count; word or phrase stress recognition and production; sound-to-phonemic-symbol awareness; minimal pair distinction and generation; intonation and rhythm replication and creation; pictorial meaning of utterance matching; self and other error correction; imitation, structured, or free response. Sample assessment Vowels: First refresh your understanding of the points of articulation of the English vowels as shown in the diagram below. You have ten minutes to review and practice the sounds and their phonemic representations before the test begins. You can work with a partner or alone. Use your mirror if it helps and watch your jaw and lip movement. Feel and even exaggerate your tongue position and height as much as possible.

Now, put the diagram away, and first look at the following eight phonemes and decide which word is being represented.

1. ___cat ___cut ___kit ___cot




2. ___loop ___lop ___lip ___leap

3. ___bot ___both ___booth ___boat

4. ___sad ___sod ___said ___sud

5. ___date ___debt ____duty ___doubt

6. ___bash ___best ___bosh ___bass

7. ___pot ___pet ___put ___putt

8. ___judge ___jut ___yet ___yacht

Next, work with a partner. Help each other pronounce each word and place the word in the appropriate space in the blank articulation chart below.

front center back high

medium high

medium low

low

Oral and Aural Demonstrations/Performances: These assessments allow students the chance to demonstrate their pronunciation achievement gains through aural comprehension or distinction and oral production tasks such as read aloud demonstrations, oral interviews; question and answer conferences; and structured speech samples. Sample assessment Observed / Recorded Read Aloud Speech Sample First, take some time to read the following text. Next, you will be able to hear a native speaker read the text. Then, you will have some time to reread the text and practice the passage before you record yourself reading. Try not to be




nervous. If you don’t know the meaning of any of the words, just ask. You will then be recorded reading this passage. Your teacher will listen to your reading and use the rubric to score your performance.

Read Aloud Speech Demonstration Text

If English is not your native language, people may have noticed that you come from another country because of your

“foreign accent.” Why do people usually have an accent when they speak a second language? Several theories address this

issue. Many people believe that only young children can learn a second language without an accent, but applied linguists have

reported cases of older individuals who have mastered a second language without an accent.

Another common belief is that your first language influences your pronunciation in a second language. Most native speakers

of English can, for example, recognize people from France by their French accents. They may also be able to identify Spanish

or Arabic speakers over the telephone, just by listening to their pronunciation.

Does this mean that accents can’t be changed? Not at all! But old habits won’t change without a lot of hard work, will they?

In the end, the path to learning to speak a second language without an accent appears to be a combination of hard work, a good

ear, and a strong desire to sound like a native speaker. You also need accurate information about the English sound system and

lots of exposure to the spoken language. Will you manage to make progress, or will you just give up? Only time will tell, I’m

afraid. Good luck, and don’t forget to work hard!

Pronunciation Rubric for Oral Demonstrations/Performances




Pronunciation Rubric Rating Guide

In this pronunciation rubric, each of a number of ordered categories represents a successively higher level of performance. There are five levels. Please note, while level 5 is “exemplary,” it is not to be equated to native pronunciation. I. Definitions of terms used in the pronunciation rubric:

Intonation: “pattern of pitch and stress in the flow of speech” (Nicolosi, Harryman, & Kresheck, 1989, p.134). Speakers convey their emotions through intonation (Wennerstrom,1997). For example, English speakers use rising tones to avoid the appearance of overt disagreement, to review, and to indicate the assumption that the listeners already knew. Word stress: “amount of force or strength of movement in the production of one syllable as compared with another; usually results in the syllable sounding longer and louder than other syllables in the same word” (Nicolosi, Harryman, and Kresheck, 1989, p.250). Rhythm: “a temporal sequencing of similar events” (Dalton and Hardcastle, 1977, p.41). They explain that the “similar events” could be recurring patterns of more salient syllables than adjacent ones. Sentence stress: Sentence stress is also known as primary stress, using to draw attention to new or contrastive information. Vowel dense contexts: several minimal pairs appear in the same sentence or very close to each other: for example, Matt has a bad bed. / She sighed, “Apples are gone.” II. Consonant and vowel common errors in this rubric were added based on their functional load. III. According to how important they are in English communication and how easily they hinder communication, minimal

pairs are listed in the rubric. Pronunciation Journals, Notebooks, Logs, Inventories, and Portfolios: These types of assessments can allow for student data collection and self-reflection and instructor review for development, achievement, and progress toward goal. Journals, logs, and notebooks can be orally recorded or done with paper and pencil. Pronunciation motivation, attitude, and perception (influential learning and development factors) inventories exist and/or can be created/modified and compared and contrasted with student’s scores on other assessments, for goal setting, and as a pre-test / post-test mechanism. The sample inventory below was used as part of a Pronunciation Portfolio process in which students collected representations of a selection of the numbered statements to represent their achievements. Pronunciation Portfolios were graded using a rubric that looked at features dealing with breadth, depth, and reflection. Sample assessment

The Pronunciation Attitude Inventory (PAI) Please answer all items using the following response categories: 5= Always or almost always true of me 4= Usually true of me 3= Somewhat true of me 2= Usually not true of me 1= Never or almost never true of me

1. I'd like to sound as native as possible when speaking English.

1 2 3 4 5

2. Acquiring proper pronunciation in English is important to me.

1 2 3 4 5

3. I will never be able to speak English with a good accent.

1 2 3 4 5

4. I believe I can improve my pronunciation skills in English.

1 2 3 4 5




5. I believe more emphasis should be given to proper pronunciation in class.

1 2 3 4 5

6. One of my personal goals is to acquire proper pronunciation skills and preferably be able to pass as a near-native speaker of the language.

1 2 3 4 5

7. I try to imitate English speakers as much as possible.

1 2 3 4 5

8. Communicating is much more important than sounding like a native speaker of English.

1 2 3 4 5

9. Good pronunciation skills in English are not as important as learning vocabulary and grammar.

1 2 3 4 5

10. I want to improve my accent when speaking English.

1 2 3 4 5

11. I'm concerned with my progress in my pronunciation of English.

1 2 3 4 5

12. Sounding like a native speaker is very important to me.

1 2 3 4 5

(Adapted from Elliott, 1995) CSLO 2: Understand and generate phonetically correct and socio-functionally appropriate speech at a beginning to high-beginning level of English for mainly conversational purposes. CSLO 2 can be assessed with such instruments as the following:

X Exams/Tests X Quizzes Research Projects

X Portfolios Sentences and Paragraphs

X Oral and Aural Demonstrations /Performances

Projects

Field Trips X Role Plays

X Group Projects

X Class Engagement/ Participation

X Homework X Journals, Notebooks, Logs, Inventories

X Assignments and Activities

In-class and Homework-based Assignments/Activities, Quizzes, and Exams/Tests AND Oral and Aural Demonstrations/Performances: These assessments allow students the chance to demonstrate their speech/conversational achievement gains through aural, oral, and written tasks and items such as the following: listening to conversations and dialogues set in everyday social contexts - multiple choice, matching, plan/map/diagram labelling, form/note/table/flow-chart/summary completion, sentence completion; speaking/interacting in conversations and dialogues – interviews, small group discussions, role plays about everyday functions; description and explanation of processes or events; introduction of self and/or family; focusing on specific function, skill or strategy. For certain items or tasks, students are scored based on whether their answer or response is correct or incorrect; for other items or tasks (production-based) students are scored using a rubric. Sample assessment Language Function: Asking for Repetition First, read and listen to the conversations. Then underline the expressions that show when the speakers don’t understand.

Conversation 1 A: What are you doing? B: I’m reading a book on South Africa. A: What did you say? B: I’m reading a book on South Africa. I’m going to Cape Town next month.

Conversation 2




A: Do you want to have dinner now? B: No, I’m planning my vacation. A: Did you say you’re planning your vacation? B: Yes, I leave next week!

Second, practice the conversations from Exercise A with a partner. Then switch roles and practice them again. Third, work with a group of your classmates. Imagine you are on a vacation. Tell your classmates what you are doing on your vacation. Your classmates try to guess where you are. Your classmates should ask for repetition when they don’t understand something. Practice all of the ways you learned how to ask for repetition clearly. Sample Rubric and Training Guide The following rubric can be used to assess any number of conversationally-oriented discourse events or tasks. Depending on the task, the purpose, the skill or strategy being focused on, the proficiency levels of the interlocutors, the course syllabus, and other factors, an instructor may choose to not make use of all of the conversational skill items in the rubric.

CONVERSATIONAL SKILLS RATING SCALE (Observer Rating of Conversant Form) Student Name: Partner Name: Date: Class: Activity: Rate how skillfully THIS INTERACTANT used, or didn’t use, the following communicative behaviors in the conversation, where: 1 = INADEQUATE use is awkward, disruptive, or results in a negative impression of communicative skills 2 = FAIR occasionally awkward or disruptive, occasionally adequate

3 = ADEQUATE sufficient but neither noticeable nor excellent. Produces neither strong positive nor negative impression

4 = GOOD use was better than adequate but not outstanding 5 = EXCELLENT use is smooth, controlled, results in positive impression of communicative skills Circle the single most accurate response for each behavior: 1 2 3 4 5 = (1) Speaking rate (neither too slow nor too fast) 1 2 3 4 5 = (2) Speaking fluency (pauses, silences, “uh”, etc.) 1 2 3 4 5 = (3) Vocal confidence (neither too tense/nervous nor overly confident sounding) 1 2 3 4 5 = (4) Articulation (clarity of pronunciation and linguistic expression) 1 2 3 4 5 = (5) Vocal variety (neither overly monotone nor dramatic voice) 1 2 3 4 5 = (6) Volume (neither too loud nor too soft) 1 2 3 4 5 = (7) Posture (neither too closed/formal nor too open/informal) 1 2 3 4 5 = (8) Lean toward partner (neither too forward nor too far back) 1 2 3 4 5 = (9) Shaking or nervous twitches (aren’t noticeable or distracting) 1 2 3 4 5 = (10) Unmotivated movements (tapping feet, fingers, hair-twirling, etc.) 1 2 3 4 5 = (11) Facial expressiveness (neither blank nor exaggerated) 1 2 3 4 5 = (12) Nodding of head in response to partner statements 1 2 3 4 5 = (13) Use of gestures to emphasize what is being said 1 2 3 4 5 = (14) Use of humor and/or stories 1 2 3 4 5 = (15) Smiling and/or laughing 1 2 3 4 5 = (16) Use of eye contact 1 2 3 4 5 = (17) Asking of questions 1 2 3 4 5 = (18) Speaking about partner (involvement of partner as a topic of conversation) 1 2 3 4 5 = (19) Speaking about self (neither too much nor too little) 1 2 3 4 5 = (20) Encouragements or agreements (encouragement of partner to talk) 1 2 3 4 5 = (21) Personal opinion expression (neither too passive nor aggressive) 1 2 3 4 5 = (22) Initiation of new topics 1 2 3 4 5 = (23) Maintenance of topics and follow-up comments 1 2 3 4 5 = (24) Interruption of partner speaking turns 1 2 3 4 5 = (25) Use of time speaking relative to partner For the next five items, rate this person’s overall performance:




POOR CONVERSATIONALIST : 1 2 3 4 5 6 7 : GOOD CONVERSATIONALIST SOCIALLY UNSKILLED : 1 2 3 4 5 6 7 : SOCIALLY SKILLED INCOMPETENT COMMUNICATOR : 1 2 3 4 5 6 7 : COMPETENT COMMUNICATOR INAPPROPRIATE COMMUNICATOR : 1 2 3 4 5 6 7 : APPROPRIATE COMMUNICATOR INEFFECTIVE COMMUNICATOR : 1 2 3 4 5 6 7 : EFFECTIVE COMMUNICATOR Comments:

From Brian H. Spitzberg, Conversational Skills Rating Scale: An Instructional Assessment of Interpersonal Competence

Preliminary Training Guides for the CSRS The following descriptive materials are meant to be suggestive of training materials for use of the CSRS. An attempt has

been made to exclude tautological or subjective terms such as “appropriate,” “acceptable,” “satisfying,” etc. from the item descriptors, but it is often a necessary and presumed qualifier for behavioral evaluations in actual social situations. The typical training regimen would simply provide raters with 7-10-minute videotaped interactions analogous to those to be evaluated later (preferably, the tape would have examples of a low competent, a moderate competent, and a high competent conversation). The raters would rate the conversation, compare and discuss their ratings item by item, achieve consensus on their ratings whenever possible, and then reiterating this procedure with other taped conversations until high rates of agreement are achieved.

01. SPEAKING RATE Description: Speaks neither so rapidly (e.g., words per minute) nor so slowly as to disrupt partner comprehension and/or response. Normative Behavioral Anchors: 1 = Speaking pace makes utterances consistently difficult

to comprehend, or disruptive to normal response and flow of partner response.

2 = Speaking pace makes utterances occasionally difficult to comprehend, or disruptive to normal response and flow of partner response.

3 = Speaking pace is, only a small number of instances, difficult to comprehend, or disruptive to normal response and flow of partner response.

4 = Speaking pace is occasionally varied, and never seems to impair partner comprehension or response.

5 = Speaking pace is varied compatibly with articulation and vocal variety so as to facilitate partner comprehension and response.

02. SPEAKING FLUENCY Description: Displays speech disturbances or dysfluencies such as stutters, omissions, repetitions or noticeable pause fillers (e.g., um, uh, er, ah, okay, like, you know, I mean, etc.). Normative Behavioral Anchors: 1 = Displays almost constant use of dysfluencies in

manner that is disruptive to the partner responses, and/or receives partner negative sanction (e.g., frowns, statements of inappropriateness, furrowed brow, etc.).

2 = Displays frequent use of dysfluencies in manner that is disruptive to the partner responses, and/or receives partner negative sanction (e.g., frowns, statements of inappropriateness, furrowed brow, etc.).

3 = Displays occasional use of dysfluencies in manner that is disruptive to the partner responses, and/or receives partner negative sanction (e.g., frowns, statements of inappropriateness, furrowed brow, etc.).

4 = Displays few dysfluencies, and those used do not appear to be disruptive to partner.

5 = Displays no noticeable dysfluencies. 03. VOCAL CONFIDENCE Description: Displays paralinguistic firmness, calmness/forcefulness, and steadiness of expression. Normative Behavioral Anchors: 1 = Vocalizations are almost constantly nervous, shaky,

breaking in pitch, and/or equivocal in tone or volume. 2 = Vocalizations are frequently nervous, shaky, breaking

in pitch, and/or equivocal in tone or volume.

04. ARTICULATION Description: Pronounces words such that they are understandable to the partner. Normative Behavioral Anchors: 1 = Speaks with frequent errors, slurs, and/or

incomprehensible utterances, resulting in frequent partner clarification gestures or statements.




3 = Vocalizations are occasionally nervous, shaky, breaking in pitch, and/or equivocal in tone or volume.

4 = Vocalizations are generally calm and/or forceful, firm, composed.

5 = Vocalizations are consistently calm and/or forceful, firm, composed, assertive.

2 = Speaks with occasional errors, slurs, and/or incomprehensible utterances, resulting in occasional partner clarification gestures or statements.

3 = Speaks with only a small number of errors, slurs, and/or incomprehensible utterances, resulting in no noticeable partner clarification gestures or statements.

4 = Speaks with no noticeable errors, slurs, and/or incomprehensible utterances, and no noticeable partner clarification gestures or statements.

5 = Speaks with clearly comprehensible utterances, but not with excessive “clip” or stilted pronunciation.

05. VOCAL VARIETY Description: Varies pitch, tone, and range of verbal utterances while speaking Normative Behavioral Anchors: 1 = Speaks in an extremely monotonous manner without

variation. 2 = Speaks in a fairly monotonous manner with minimal

variation. 3 = Speaks in a somewhat monotonous manner with

occasional variation. 4 = Speaks with modulated and varied tonalities. 5 = Speaks with frequent variation in tonality, but not

excessively ‘cartoon-like’ or excessively animated fashion.

06. VOLUME Description: Speaks at audible but not extreme levels; no strain or distraction of attention. Normative Behavioral Anchors: 1 = Speaks at extremely quiet/soft or extremely loud

level. 2 = Speaks at very quiet/soft or very loud level. 3 = Speaks at somewhat quiet/soft or somewhat loud

level. 4 = Generally speaks at audible and comfortable level. 5 = Consistently speaks at audible, comfortable, and

adaptive level.

07. POSTURE Description: Exhibits posture that is comfortable (as negatively indicated by frequency of postural shifts) and adaptive to the partner. Normative Behavioral Anchors: 1 = Constantly shifts posture and/or maintains rigid and

stiff posture, unrelated to partner or context. 2 = Very frequently shifts posture and/or maintains rigid

and stiff posture, generally unrelated to partner or context. 3 = Frequently shifts posture and/or maintains rigid and

stiff posture, often unrelated to partner or context. 4 = Shifts posture occasionally, and appears comfortable. 5 = Maintains apparently comfortable posture, adapting to

partner and context.

08. LEAN TOWARD PARTNER Description: Exhibits shifts and positions frontal body trunk with respect to partner as context permits that facilitates conversation and is oriented to the partner. Normative Behavioral Anchors: 1 = Oriented directly away from partner in lean and body

orientation/lean; or is severely oriented toward partner to the point of being intrusive.

2 = Oriented strongly and obliquely away from partner in lean and/or body orientation/lean; or is frequently intrusive in orientation toward partner.

3 = Oriented slightly and obliquely away from partner in lean and/or body orientation/lean; or slightly intrusive in orientation toward partner.

4 = Oriented neutrally toward partner in lean and/or body orientation/lean, with occasional variability or shifts.

5 = Oriented obliquely toward partner in lean and/or body orientation, with occasional variability or shifts.

09. SHAKING OR NERVOUS TWITCHES Description: Displays jerking motions of limbs or head, and/or shaking hands or fingers. Normative Behavioral Anchors: 1 = Very frequently shakes or twitches. 2 = Frequently shakes or twitches. 3 = Occasionally shakes or twitches. 4 = Only very occasionally shakes or twitches. 5 = Displays no noticeable shakes or twitches.

10. UNMOTIVATED MOVEMENTS Description: Displays adaptors, plays with hair or objects, or otherwise engages in self-focused behaviors that bear no discernable direct relation to the topical development of the conversation. Normative Behavioral Anchors: 1 = Very frequently displays unmotivated movements. 2 = Frequently displays unmotivated movements. 3 = Occasionally displays unmotivated movements. 4 = Only very occasionally displays unmotivated

movements.




5 = Displays no noticeable displays unmotivated movements.

11. FACIAL EXPRESSIONS Description: Facially displays range of affect, animation of facial musculature, and normative facial expressions compatible with verbal content and/or partner utterances. Normative Behavioral Anchors: 1 = Constantly displays blank, uninterested or hypnotic

gaze, or highly exaggerated, cartoonlike expressions, inconsistent with subject matter.

2 = Frequently displays blank, uninterested or hypnotic gaze, or highly exaggerated, cartoonlike expressions, inconsistent with subject matter.

3 = Occasionally displays blank, uninterested or hypnotic gaze, or highly exaggerated, cartoonlike expressions, inconsistent with subject matter.

4 = Generally displays variation in facial affect consistent with subject matter and partner.

5 = Consistently displays variation in facial affect consistent with subject matter and partner.

12. NODDING OF HEAD Description: Moves head in vertical arc (i.e., ‘yes’ motion) providing reinforcing feedback indicating comprehension, agreement, or acceptance. Normative Behavioral Anchors: 1 = Never nods head, or nods constantly. 2 = Rarely nods head, or nods very frequently. 3 = Occasionally nods. 4 = Occasionally nods at topic or context relevant times. 5 = Frequently nods at topic or context relevant times.

13. USE OF GESTURES Description: Displays hand, arm, and head movements to compliment and/or elaborate utterances. Normative Behavioral Anchors: 1 = Displays no gestures, or constantly displays

excessively animated or numerous gestures. 2 = Displays few gestures, or occasionally displays

excessively animated or numerous gestures. 3 = Displays occasional gestures, or, a few gestures that

are excessively animated. 4 = Displays frequent gestures that do not interfere with

conversation. 5 = Displays frequent, complimentary gestures that

facilitate and/or elaborate conversation.

14. USE OF HUMOR AND/OR STORIES APPROPRIATE TO CONTEXT Description: Uses jokes, puns, double-entendre, stories, characterization, etc. Normative Behavioral Anchors: 1 = Continuously serious and humorless, or uses humor

that receives overt negative sanction (e.g., frowns, statements of inappropriateness, lack of laughter in response to laugh tokens, etc.)

2 = Generally serious and humorless, or uses humor that receives apparent but not obvious negative sanction.

3 = Uses some humor that is not apparently sanctioned negatively.

4 = Uses several instances of humor with no negative sanctions and obvious laugh or smile responses.

5 = Uses frequent instances of humor with no negative sanctions and frequent and/or animated laugh and smile responses.

15. SMILING AND LAUGHING Description: Displays laughter, chuckles, and/or smiles (upturned corners of mouth, teeth visible) Normative Behavioral Anchors: 1 = Displays no smiles or laughter, or displays constant

hysterical laughter or constant smirking, regardless of partner stimulus.

2 = Displays infrequent smiles or laughter, or displays frequent hysterical laughter or constant smirking, almost regardless of partner stimulus.

3 = Displays occasional smiles or laughter in response to humorous stimuli.

4 = Displays occasional smiles or laughter in response to humorous stimuli, and/or as positive reinforcement to partner.

16. USE OF EYE CONTACT Description: Uses mutual and direct eye contact in accordance with expressive and regulatory norms of conversation and context. Normative Behavioral Anchors: 1 = Completely avoids eye contact, or exhibits fixated or

continuous eye contact with partner. 2 = Frequently avoids eye contact, or exhibits very

frequent or long durations of eye contact with partner. 3 = Provides occasional eye contact of brief duration at

points of turn relevance. 4 = Provides frequent eye contact of brief duration both

during turns at talk and at points of turn relevance. 5 = Provides frequent eye contact that emphasizes vocal

utterances and facilitates turn exchange.




5 = Displays frequent smiles or laughter in response to humorous stimuli, and/or as positive reinforcement to partner.

17. ASKING OF QUESTIONS Description: Seeks information from partner through use of formal or colloquial interrogative forms. Normative Behavioral Anchors: 1 = Never seeks information from partner, or constantly

barrages partner with questions, or asks questions of excessive intimacy or privacy.

2 = Rarely seeks information from partner, or frequently barrages partner with questions, or asks questions of excessive intimacy or privacy.

3 = Occasionally seeks information from partner, or occasionally barrages partner with questions, or asks questions of excessive intimacy or privacy.

4 = Frequently seeks information from partner, but avoids barrage or excessive invasiveness of questions.

5 = Frequently asks questions that are suggestive of insights, involve partner in the conversation, or facilitates conversation.

18. SPEAKING ABOUT PARTNER Description: Involves partner as a topic of conversation through comments or inquiries. Normative Behavioral Anchors: 1 = Makes no comments or inquiries about the partner. 2 = Rarely comments or inquires about the partner. 3 = Occasionally comments or inquires about the partner. 4 = Moderately often comments or inquires about the

partner. 5 = Frequently comments or inquires about the partner.

19. SPEAKING OF SELF Description: Involves self (interests, attitudes, beliefs, values, etc.) as topic of conversation through comments. Normative Behavioral Anchors: 1 = Makes no comments about self. 2 = Rarely comments about self. 3 = Occasionally comments about self. 4 = Moderately often comments about self. 5 = Frequently comments about self.

20. ENCOURAGEMENTS OR AGREEMENTS Description: Provides verbal reinforcements to partner utterances, including verbal affirmations, “yeah’s,” “uhhuh’s” etc., that relate to partner utterance content. Normative Behavioral Anchors: 1 = Provides no verbal encouragement or agreements, or

provides it incessantly. 2 = Provides almost no verbal encouragement or

agreements, or provides it almost constantly. 3 = Provides only occasional verbal encouragement or

agreements. 4 = Provides several verbal encouragement or

agreements. 5 = Provides frequent but coherently timed

encouragements or agreements. 21. EXPRESSION OF PERSONAL OPINION Description: Expresses own attitudes, values, and/or beliefs about subject matters of own choosing, or expresses these utterances too aggressively or passively. Normative Behavioral Anchors: 1 = Never gets to express personal opinions, or constantly

expresses opinions overly aggressively or passively. 2 = Occasionally gets to express personal opinions, or

frequently expresses them too aggressively or passively. 3 = Frequently gets to express personal opinions, or

occasionally expresses them too aggressively or passively.

4 = Experiences no difficulties in expressing personal opinions, and such expressions seem neither too aggressive nor passive.

5 = Expresses personal opinions with ease and fluency, and with no disruption of partner or negative sanction.

22. TOPIC INITIATION Description: Innovates new subject areas and comments that stimulate new lines of topical development. Normative Behavioral Anchors: 1 = Initiates no new topics. 2 = Initiates one or two new topics. 3 = Initiates several new topics. 4 = Initiates numerous new topics. 5 = Initiates numerous new topics and facilitates partner

topic initiation.

23. MAINTENANCE OF TOPICS AND FOLLOW-UP COMMENTS

24. INTERRUPTIONS OF PARTNER




Description: Sustains topical coherence through extension and reinforcement of partner utterances. Normative Behavioral Anchors: 1 = Provides no extension of topics once initiated; follow-

up comments are unrelated to previous topics. 2 = Provides few extensions of topics once initiated;

follow-up comments are seldom related to previous topics.

3 = Provides occasional extensions of topics once initiated; follow-up comments are occasionally related to previous topics.

4 = Provides frequent extensions of topics once initiated; follow-up comments are frequently related to previous topics.

5 = Provides fluent, seamless, and innovative extensions of topics once initiated.

Description: Interrupts, over-talks, and/or provides vocal feedback during partner turns at talk in a manner that is not disruptive of partner conversational routine and receives no obvious negative sanction from partner. Normative Behavioral Anchors: 1 = Frequently takes the floor from partner before partner

grammatical utterance is completed, and when partner talk continues in disrupted manner after interruption; signs of partner arousal/frustration apparent.

2 = Occasionally takes the floor from partner before partner grammatical utterance is completed, and when partner talk continues in disrupted manner after interruption; signs of partner arousal/frustration apparent.

3 = Displays small number of over-talks or interruptions that are minimally disruptive to partner.

4 = Displays occasional interruption and/or over-talk, but is non-disruptive to partner.

5 = Displays frequent interruption and/or over-talk, but is providing clarification or reinforcement feedback in the doing.

25. USE OF TIME SPEAKING RELATIVE TO PARTNER Description: Balances relative proportion of speaking time in manner compatible with the context. Normative Behavioral Anchors: 1 = Virtually does not speak, or uses only brief utterances,

or speaks constantly and does not allow partner speaking turns or turns of any duration.

2 = Rarely speaks, or uses brief utterances, or speaks excessively relative to partner.

3 = Occasionally speaks, or uses utterances of moderate length, or speaks more but not excessively more than partner.

4 = Speaks frequently and speaks within a moderate duration, and is relatively balanced in speaking time relative to partner.

5 = Speaks in relatively balanced duration and frequency with partner.

CSLO 3: Practice, describe, and assess understanding and use of habits of mind/thinking dispositions to effectively support learning pronunciation and conversation skills and interrelated language development. CSLO 3 can be assessed with such instruments as the following:

LMC ESL Thinking Dispositions/Habits of Mind Assessment Matrix – Speaking and Listening

Language Focus Assessment Instrument

Thinking Disposition / Habit of Mind

Selected Response

Open-ended

Response Checklist

Performance Observation

Interview Rubric Journal,

Log, Diary

Portfolio

Speaking and Listening

12 Empathize

13 Think First




3 Look at Things Another Way

Language Awareness

14 Pay Attention

15 Find Humor

16

Seek Out and Respond with Wonderment and Awe

Adapted from Costa, A. and Kallick, B. Learning and Leading with Habits of Mind: 16 Essential Characteristics for Success (2008), p. 218-219. Sample assessment

LMC ESL Habits of Mind / Thinking Dispositions Performance Rubric – Speaking and Listening This rubric is a performance-based assessment that seeks to measure or rate the quality of a students' applied intellectual behavior using a scoring guide. This five-point rubric, ranging from "no concept" to "distinguished," was designed to focus on the habits of mind woven into the LMC ESL curriculum. It is meant to provide an assessment that may be used in formative and/or summative manner (It may be presented as a pre/post test or as a recurring progress monitoring tool.) to determine and describe levels of academic achievement and functional performance. It is based on Costa and Kallick's 16 Habits of Mind, but also includes elements from Bloom's Revised Taxonomy and Marzano's Dimensions of Learning and 21st Century Learning Skills. Instructions Scoring requires the assignment of one of the numbers for each element in the spaces provided to the right of the descriptions. The overall score across all elements is determined by adding the scores from each of the elements.

No Concept – 0 Limited – 1-3 Developing – 4-6 Proficient – 7-9 Exemplary – 10-12 Used in a pre/post model, the same teacher should pre- and post- assess the student to be consistent in scoring. The score should reflect the student’s success and also encourage him/her to continue to develop greater independence in monitoring and evaluating own skills and behavior. Student Name: _____________________________________________________ L1: _____________________________ Date of administrations: _______________ __________________________ # of Semesters at LMC: _______________ 4. EMPATHIZE: Listening and understanding with empathy Listen with authentic appreciation. Devote mental energy to another person’s thoughts and feelings. Want to understand. Put yourself in another's place, and make an honest effort to relate. Hear with your heart. Respond with respect. When engaging in ESL pronunciation, conversation, speaking, and listening language learning and development opportunities, the student

fails to listen to or communicate with others; may ridicule, laugh at or put down the ideas of others; cannot build upon another person’s ideas; spends listening time rehearsing what s/he wants to say

No Concept – 0

____score

seldom/selectively listens to others; has trouble interacting with others who have different feelings, knowledge, and abilities; sporadically engages in partial paraphrasing of others’ ideas; doesn’t care about or doesn’t fully attend to body language, conversational cues, or facial expressions.

Limited – 1

always tries to listen and understand others; doesn’t always understand or appreciate the different feelings, knowledge, and abilities of others well enough to communicate effectively with them; does a little to encourage others to show respect for their differences; can sometimes paraphrase another person’s ideas; can sometimes read and make use of body language, conversational cues, and facial expressions to support respectful interaction

Developing – 2

listens and demonstrates understanding of another person’s point of view; communicates quite well with people who have different feelings, knowledge, abilities; encourages fellow interlocutors to show respect for one another; has success with incorporating appreciation of body language, conversational cues, and facial expressions into oral interactions

Proficient - 3

listens empathetically and demonstrates understanding of another person’s point of view that differs from their own; adeptly evaluates situations, conversational cues, body language, and facial expressions to detect emotional states and to support respectful interaction and communication; can accurately paraphrase others’ ideas and diverse perspectives

Exemplary - 4




5. THINK FIRST: Managing impulsivity Remain calm, thoughtful and deliberate. Think before acting. Take your time to compose yourself and what you want to say. Always consider the consequences.

When engaging in ESL pronunciation, conversation, speaking, and listening language learning and development opportunities, the student is unable to control actions or impulses in speech or behavior; is impulsive; does not consider plan of

action; blurts out first answer that comes to mind; never considers alternatives or reasons; No Concept – 0

____score

can occasionally manage self and emotions with assistance; has trouble maintaining focus over time; often interrupts and blurts out in class;

Limited – 1

can manage distractions and pre-empt negative emotions; engages in goal setting and planning with guidance; maintains focus with prompting; sometimes considers consequences; can engage calmly and thoughtfully

Developing – 2

thinks before acting or speaking; maintains focus; sets goals and strategically plans to reach them; exercises self-restraint in speech and action without assistance; usually considers consequences; often engages thoughtfully and with some deliberation

Proficient - 3

intentionally forms a plan before beginning a task; remains composed, focused, a deliberative even under stress; engages with others to support everyone’s calm and thoughtful interaction and participation

Exemplary - 4

6. LOOK AT THINGS ANOTHER WAY: Thinking flexibly Consider other opinions. Generate alternatives. Be able to change perspectives. Explore options. When engaging in ESL pronunciation, conversation, speaking, and listening language learning and development opportunities, the student

does not consider different viewpoints; has ‘my way or the highway’ way of interacting with others; even when provided other, compelling information, will not change stance/mind; rigidly and narrowly holds/follows initially given direction

No Concept – 0

____score

finds considering different points of view difficult; accepts information as given; restates facts; cannot/does not apply new facts or ideas to actions and sticks to original plan

Limited – 1

sometimes considers other points of view and new information and has ability to change direction or use different strategies with guidance

Developing – 2

can change mind and seeks new approaches to problems; is able to generate alternatives and consider alternative options; needs support to keep remembering to look at things in new ways; adept at adjusting effort and strategies as needed

Proficient - 3

skilled at seeking out and considering new information and other options/opinions to help grow in understanding; adjusts performance, extends learning, and come up with novel ideas/products as a result

Exemplary - 4

Method of Evaluation/Grading:

Oral/Aural Performances (CSLOs 1, 2) 20-30% Quizzes and Tests/Exams (CSLOs 1, 2) 30-35% Logs, Notebooks, Journals (CSLOs 1, 2, 3) 10-15% In-class and Homework Assignments/Activities and Engagement/Participation (CSLOs 1, 2, 3) 30-35%

A-level Achievement A-level work of students at this LMC beginning to high-beginning level of English language proficiency with regard to North American English pronunciation and conversation skills and strategies is characterized by excellent ability to recognize, distinguish, and accurately produce the selected consonants and vowels, consonant clusters and word syllables (90-100% of the time); exemplary aural acuity and oral production of level-selected stress, rhythm, pitch, and intonation patterns (90-100% of the time); high adeptness and accuracy of articulation efforts or technical and anatomic sound production (90-100% of the time); highly effective application of level-specific conversational skills and strategies for social and functional interactions/transactions (90-100% of the time); excellent listening discrimination and comprehension (90-100% of the time); 90-100% completion of all lab assignments; advanced reflection on and employment of content-specific habits of mind/thinking dispositions.

C-level Achievement C-level work of students at this LMC beginning to high-beginning level of English language proficiency with regard to North American English pronunciation and conversation skills and strategies is characterized by satisfactory ability to recognize, distinguish, and accurately produce the selected consonants and vowels, consonant clusters and word syllables (at least 70-79% of the time); adequate aural acuity and oral production of level-selected stress, rhythm,




pitch, and intonation patterns (at least 70-79% of the time); acceptable adeptness and accuracy of articulation efforts or technical and anatomic sound production (at least 70-79% of the time); reasonable effective application of level-specific conversational skills and strategies for social and functional interactions/transactions (at least 70-79% of the time); satisfactory listening discrimination and comprehension (at least 70-79% of the time); at least 70-79% completion of all lab assignments; average reflection on and employment of content-specific habits of mind/thinking dispositions. Course Content: English language pronunciation and conversational skills development for non-native English speaking students occurs through the following instructional categories and according to the given percentages of time/attention/focus over the course of a semester.

15% Consonant and vowel understanding and production, consonant clusters, and word syllables

10% Basic stress, rhythm, pitch and intonation patterns of English with beginning to high-beginning language

15% Sound production; technical aspects of sound production; voice production, lips, tongue, velum, nasal passages and larynx in sound formation Phonetic alphabet to distinguish certain sounds in writing

25% Conversational skills and strategies exposure and practice at the beginning to high-beginning level of language proficiency

15% Listening discrimination and comprehension improvement and accuracy at the beginning to high-beginning level of language proficiency

20% Pronunciation Practice Lab and Conversation Circles Lab

Pronunciation

Segmentals Phonemes Syllables Vowels

Overview Sounds and Spelling Individualization /iy/ sheep - /ɪ/ ship /ey/ late - /ɛ/ let /æ/ bad - /ɛ/ bed /ʌ/ cup - /ɑ/ cop

Consonants Overview Sounds and Spelling Individualization Initial /p/ pie - /b/ buy; /t/ time - /d/ dime; /k/ cold -

/g/ gold /m/ some - /n/ sun - /ŋ/ sung /θ/ thing - /s/ sing; /θ/ thank - /t/ tank /ʃ/ sheep - /tʃ/ cheap - /dʒ/ jeep /l/ light - /r/ right /n/ night - /l/ light /b/ berry - /v/ very

Endings Final Consonant Sounds The -s Ending The -ed Ending

Suprasegmentals Stress

Numbers Two-Syllable Nouns Two Syllable Verbs Compound Nouns Words with Suffixes

Rhythm Stressed Words Reduced Words

Linking Final Consonant to Beginning Vowel Final Consonant to Same Consonant

Intonation Focus Words – new information, connections,

contrasts Final Intonation – statements, wh-questions,

yes/no questions Thought Groups – pausing, intonation, numbers

and letters




Conversation Having a Conversation Asking for and giving help Talking about people Asking for and providing information Expressing feelings Asking for and giving advice Giving instructions Making plans Telling stories Lab By Arrangement Activities (If Applicable): n/a Instructional Methods:

Lecture Lab Activity Problem-based Learning/Case Studies Collaborative Learning/Peer Review Demonstration/Modeling Role-Playing Discussion Computer Assisted Instruction Other (explain) ________________________________________

Textbooks: Pronunciation Linda Grant and Eve Einselen Yu, Well Said Intro, Second Edition, 2017. Linda Grant, Well Said, Fourth Edition, 2017. Linda Lane, Focus on Pronunciation 1, Third Edition, 2012. (classic text – latest edition) Linda Lane, Focus on Pronunciation 2, Third Edition, 2012. (classis text – latest edition) Judy Gilbert, Clear Speech from the Start, Second Edition, 2012. (classic text – latest edition / “Basic Pronunciation and Listening Comprehension in North American English”) Judy Gilbert, Clear Speech, Fourth Edition, 2012. (classic text – latest edition / “Pronunciation and Listening Comprehension in North American English”) Gertrude Orion, Pronouncing American English: Sounds, Stress, and Intonation, Third Edition, 2012. (Classic text – latest edition) Speaking and Listening / Conversation Jaimie Scanton, Q: Skills for Success Listening and Speaking 1, Second Edition, 2015. (available in split form) Kathy Najafi and Cyndy Fettig, Pathways Foundations: Listening, Speaking, and Critical Thinking, First Edition, 2014. Milada Broukal, What a World Listening 1: Amazing Stories from Around the Globe, First Edition, 2011. (new edition said to be coming out soon) Bruce Rogers, Listening Power 1, First Edition, 2010. (contains ‘extensive listening’) Eliana Santana Williamson, On Speaking Terms 1, First Edition, 2010. (one of the few texts that focuses on general social communication) Foley, Barbara, Listen to Me!, Third Edition, 2010. (focuses on general topics and skills)

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