This document provides an overview of digital tools that can be used to enhance speaking practice in the foreign language classroom. It discusses how these tools allow for formative and summative assessments, and how they support the three communicative modes of interpretive, interpersonal, and presentational communication as defined by the AP language exam. A number of free online tools are described that teachers can use for students to record and share audio responses, create interactive multimedia projects, conduct video chats, and more. Sample student work created with these tools is embedded throughout.

1. Digital Speaking
Free resources to enhance speaking
in the Foreign Language Classroom
Catherine Ritz
October 2011

2. Why and How?
• Increase use of whole language
• Emphasize communicative speaking goals
• Give more individualized speaking practice to all
students (especially for large classes!)
• Make speaking fun!
• Transform homework assignments
• Update old language labs for free
• Add third dimension to projects
• Evidence of student progress in oral skills

3. Types of Assessments
• Formative
– Homework: quick check of student understanding
– Smaller Project: incorporating various topics being
worked on in class
• Summative
– Part of a Test: complete in language lab or at
home
– Larger Project: a new layer to a longstanding
project

4. Proficiency-Based
• Interpretive Communication
– The Interpretive Mode is characterized by the appropriate cultural
interpretation of meanings that occur in written and spoken form where there
is no recourse to the active negotiation of meaning with the writer or speaker.
• Interpersonal Communication
– The Interpersonal Mode is characterized by active negotiation of meaning
among individuals. Participants observe and monitor one another to see how
their meanings and intentions are being communicated. Adjustments and
clarifications can be made accordingly.
• Presentational Communication
– The Presentational Mode is characterized by the creation of messages in a
manner that facilitates interpretation by members of the target culture where
no direct opportunity for the active negotiation of meaning exists.
• Moving towards new AP expectations
*Definitions from AP French Language & Culture, Course & Exam Description
apcentral.collegeboard.com

5. Assessment Rubrics
• Performance rubrics
– Foreign Language Educators of New Jersey
• http://flenj.org/CAPS/?page=147
– Wellesley High School (adapted for Arlington HS)
• Performance rubric

6. Resources that allow for
Presentational Communication
• Blabberize.com
– Free site where you can upload a digital photo and
make it talk. Very fun!
– Student Samples
• Besmurfed.com
– Free, fun site where you make Smurfs talk
– Sample

7. • Vocaroo.com
– Free basic voice recording site. No registration.
Students either email link or embed code to
teacher.
– Samples
• Glogster.com
– Create fun interactive posters. Students can
record sound files on their computers, then
upload them to the glog.
– Teacher Sample
– Student Sample
– Student Sample with Video

8. • GoAnimate.com
– Create cartoons and record your own audio for
free.
– Student Sample
• Voki.com
– Create free avatars and record your own voice.
(Or type text and set a good accent!)
– Student Samples
– Class website sample

9. • VoiceThread.com
– Free to create individual accounts (pay to create
student accounts). Add pictures and record audio
to make stories.
– Sample
• MailVu.com
– Create video messages that you email for free.
Can also get a public link of the message, but it
only lasts 1 year! (Or you can set to self-destruct!)
– $5 to buy a widget to place on your website
– Sample

10. • Voisse.com
– Create free account, record your voice online or
with your cell phone.
– Class sample
• Google Voice
– Set up free account with gmail. Choose phone
number and link to your cell phone, then select
“Do Not Disturb.” All calls go to your inbox and
can be embedded or played online.
– Call me at 617-651-0483

11. Resources that allow for
Interpretative Communication
• http://lingtlanguage.com
– Free to sample, $79 per year for unlimited use
– Record prompts or add videos/written
questions, and have students respond orally or in
writing
– No registration required for the students
– Question prompts: Hola
– Video prompt: Les Schtroumpfs
– Image interpretation: Petit Nicolas

12. • Use any of the resources listed under
Presentational Communication, but give the
student something they need to respond to
first.
– For example, give students a reading and have
them record a one-minute
reaction/summary/opinion of it using an online
recording site.
– Have the students watch a video you’ve chosen
from YouTube, then react to it orally using an
online recording site.

13. Resources that allow for
Interpersonal Communication
• audioboo.fm
– A free, audio-based social network.
– Record updates about yourself from your phone
or online.
– Can message friends directly. Can be linked to
Twitter or Facebook.
– Follow me and let’s test it out: ritzforeignlang

14. • WeToKu.com
– Free video site, can set “private” video settings
– Can do “interviews” with two people.
– Seem to not be playing videos correctly, but keep
your eye on this site!
• Google Video Chat
– Students need gmail accounts (free). Add each
other as contacts. When online, select to chat and
click on video icon. Chats will be saved and could
be viewed in class.

15. Practice
• Pick as many resources as you have time to
practice with.
• Create a teacher model for an upcoming
project.
• Email me the “embed code” (or share the link)
at catherineritz@gmail.com
• I will post on my blog so we can all see what
you created.

16. Additional Resources
• catherineritz.org
– Check “Resources: Tech Sites”
– Samples created today will be posted at:
• ritzylanguage.blogspot.com