Communicative competence is made up of four competency areas: linguistic, sociolinguistic, discourse, and strategic.Linguistic competence is knowing how to use the grammar, syntax, and vocabulary of a language. Linguistic competence asks: What words do I use? How do I put them into phrases and sentences?Sociolinguistic competence is knowing how to use and respond to language appropriately, given the setting, the topic, and the relationships among the people communicating. Sociolinguistic competence asks: Which words and phrases fit this setting and this topic? How can I express a specific attitude (courtesy, authority, friendliness, respect) when I need to? How do I know what attitude another person is expressing?Discourse competence is knowing how to interpret the larger context and how to construct longer stretches of language so that the parts make up a coherent whole. Discourse competence asks: How are words, phrases and sentences put together to create conversations, speeches, email messages, newspaper articles?Strategic competence is knowing how to recognize and repair communication breakdowns, how to work around gaps in one’s knowledge of the language, and how to learn more about the language and in the context. Strategic competence asks: How do I know when I’ve misunderstood or when someone has misunderstood me? What do I say then? How can I express my ideas if I don’t know the name of something or the right verb form to use?
www.fotobabble.com Type in URL: ▪ http://goo.gl/k8g05 ▪ http://goo.gl/9eYHV Click “create” Click “allow” to use the microphone Click “record” to record your voice!
Makes a still picture “talk” Requires microphone First person monologue
Students learn better from words and pictures than from words alone Text embedded within or near images is most effective for vocabulary acquisition We have better recall of visual information
Create an account or login with Facebook Add images Upload Facebook Flickr URL ▪ goo.gl/yHfnG ▪ goo.gl/p7pGD
Use a select number of general academic words (e.g., author, chart) and domain‐specific words (e.g., scene, cell, fraction) to create some precision while speaking and writing. Plan and deliver brief oral presentations on a variety of topics and content areas.
Contribute to class, group, and partner discussions by following turn‐taking rules, asking relevant questions, affirming others, adding relevant information, and paraphrasing key ideas. Adjust language choices according to purpose (e.g., explaining, persuading, entertaining), ta sk, and audience.
NARRATIVE EXPOSITORY Tells a story Explanation of facts Familiar structure and concepts Recounting Formal structure events, invention, retell Inform, persuade, expl ing ain Informal language Academic language
Upload or draw images Add text to annotate Record voice Embed or share link
ORAL LANGUAGE OTHER INTERACTIVE TOOLS Fotobabble ThingLink Voki Story Jumper Blabberize Thinkfinity Little Bird Tales ToonDoo VoiceThread Zooburst Screenr Center for Children & Technology Image Detective
American Psychological Association. Monitor on Psychology. April 2002. <http://apa.org/ monitor/apr02/tech.html >. Doolittle, P. (2001). Multimedia Learning: Empirical Results and Practical Applications. <http://www.ipfw.edu/as/tohe/2001/Papers/ doo.htm> Ginsberg, M. & Wlodkowski, R. (2000). Creating highly motivating classrooms for all students. San Francisco: Jossey- Bass. Tony Erben, Ph.D. University of Tampa, ELL Success in Content-area Subjects through Technology. Presentation April 2010.
Prensky, Marc. (2001). Digital Natives, Digital Immigrants. <http://www.marcprensky.com/ writing>. Silver, H., Strong, R., &Perini, M. (2000). So Each May Learn. Alexandria: ASCD. Wolfe, P. (2001). Brain Matters: Translating Research into Classroom Practice. Alexandria: ASCD.