This document outlines a workshop on using discourse markers to improve fluency in business and academic settings. The workshop will: 1. Contrast informal and formal situations where discourse markers are used and have participants match them. 2. Have participants classify discourse markers into categories and rearrange them in a model communication sequence. 3. Assign teams to create a formal situation and practice it as a business meeting conversation using infographics hosted in the Cloud. The goal is to help adult English language learners and STEM students expand their vocabulary and boost fluency by practicing the use of discourse markers in semiformal and formal contexts like business meetings. Mobile apps and Cloud resources will be used during the workshop.

1. Business Meetings
with Discourse Markers
through EdTech
Andrés Ramos

2. What do they sound like?
Well, you
know… kinda
/ sorta… uh...
OK
First and foremost…
moreover…
conversely… under
the condition that…

3. During this time together, set ourselves to:
• Contrast three pairs of informal and formal (business / academic)
situations where discourse markers are used to move interactions
forward by matching them;
• Classify discourse markers into three different categories in pairs, by
writing on their note-taking mobile apps, and rearrange them in a
model communication sequence;
• Employ the Cloud-hosted infographics to create one formal situation
per team, by preparing it in advance, and practicing it as an actual
conversation and an extended business meeting situation.
Conference Aims

4. • Teaser
• Objectives
• Workshop program
• Opening remarks
• Menu of real-life contexts and situations
• Starting, addition, transition, contrast, condition closing discourse
markers
• Classification practice
• Sequencing practice
• Instructions for preparation
• (Voice) Notes
• Metacognitive EdTech & core pedagogy grid
• Final interactions
• Behind-the-scenes / Making of Q&A
Please, keep your mobile devices ready for some activities with
your note-taking and recording apps, as well as your browser at
http://bit.ly/FlipDiscInfoG
Workshop Program

5. Opening Remarks
Playing it safe!
• Adult ELLs, both in general communicative courses or
ESP, tend to stick to some adverbs, connectors, and
catchphrases to keep the conversation going.
• This is also a fact for teens in STEM subjects
Stepping into new territory:
• How can they resort to everyday tech tools
to expand vocabulary, boost their fluency
and become more articulate in their English
language production?

6. Informal v. (Semi)formal
Contexts and Situations
Semiformal / Formal:
Weighing the impact of inflation
in the company you work at.
Addressing an issue / talking
point at a business meeting.
Devising security procedures for
locals and visitors at work.
Informal:
Preparing a talking point with
your coworkers.
Having a kitchen table
conversation on crime.
Complaining about prices with
your next door neighbor.

7. These adverbs, connectors of phrases keep the conversation going:
Providing Furthermore Lastly However
Firstly In addition To begin with
It is also important to consider that Initially
Moreover I would like to finish / wrap this up with this
As a final thought Although On the condition that
Even though / Even if / Even when / Whereas (clause), (sentence)
NotwithstandingLast Provided that First
Under the premise that First and foremost
On the presenter’s cue, classify these markers.
Discourse Markers

8. Increasing Fluency, Accuracy
In Formal / Business Contexts
Condition (if)
First To begin with Initially Firstly First and foremost
Furthermore
In addition
It is also
important to
consider that
Moreover
However
Although
Even though / Even if / Even when /
Whereas (clause), (sentence)
Notwithstanding
Start (Hi, Well)
Addition (and) Contrast (but)
Provided that
Providing
On the
condition that
Under the
premise that
Last Lastly As a final thought
I would like to finish / wrap this up with this
Closing (Bye / The end)

9. Sequencing Practice.
Instructions for Preparation
Start
Add
Set condition
Contrast
Add / Contrast
Close
Editable Template at http://bit.ly/FlipDiscEdit

10. Constructivism:
• Collaboration
• Processing
• Production
EdTech and
Pedagogy:
Scaffolding:
• From parts to wholes
• From simple to complex
• From guided to autonomous
SLA / ELT:
• Input
• Intake
• Output
Metacognition:
• Advance preparation
• Delayed production
• Self-management
EdTech:
• Alternate delivery
• Mobile apps
• Closing Q&A

11. Adult ELLs, both in general communicative courses or ESP, tend to
stick to some adverbs, connectors, and catchphrases to keep the
conversation going. This is also a fact for teens in STEM subjects.
They can they to everyday tech tools to expand vocabulary, boost
their fluency and become more articulate in their English language
production by practicing in semiformal and formal contexts, such as
business meetings, thereby providing a purposeful situation making
discourse markers necessary. With featured flipped resources on the
Cloud, during this is a BYOD session, we used our mobiles and to
enjoy activities and empower ourselves as well as our students!
Businesslike, Academic
Fluency and Accuracy!!
Presentation at http://bit.ly/FlipDiscTopic

12. AndrsRamos
AndresRamosVE