Many years ago (actually, 2015!) I read an article on T.A.L.K. by Mme. Blouwolff (Thank you!) which made me change how I implemented interpersonal communication in my classes. I loved the task she presented and the rubric she created, so I had to try it!
What is T.A.L.K.?
T.A.L.K. is an acronym that stands for Talk, Accuracy, Listen, Kindness.
- T is for Talk in the language for all the Time given. Try to communicate in the Target language. Stay on Topic. Prepare yourself by Thinking:
- What vocabulary words can I use for this topic?
- How do I communicate about this topic in full sentences?
- What questions can I ask?
- A is for Accuracy when using old and new language functions and structures and old and new vocabulary. A is also for Accountability
- L is for Listen carefully to others’ answers and comments and build on them
- K is for Kindness to all group members by contributing to the conversation without interrupting and by inviting others to participate. Be inclusive!
Use the Rubric
At the beginning of the year, I explicitly (and intentionally) use the rubric Mme. Blouwolff created for the first couple of T.A.L.K. ‘practices’ for students to self-evaluate themselves. They find it easier to start this new way of practicing interpersonal communication. It also helps them to understand the expectations of this task.
Explain the ‘Why’ of Interpersonal Communication
When I explain T.A.L.K. and what we are doing to my students I see an immediate positive change in their attitude towards speaking. They are not answering MY questions, they are answering questions their peers ask… They are in control of their interpersonal communication. They own it! T.A.L.K. empowers!
Preparing for T.A.L.K.
T.A.L.K. does not happen in a vacuum. Students practice having interpersonal communication in class every day. I use different resources, such as Amy Lenord’s Chat Mats or conversations based on art, a reading, or a clip they watch. I also vary the pairings using different classroom groupings such as, ‘Table for…’, two rows, or four corners.
Two things become apparent when I start T.A.L.K. in my classes. On the one hand, students need to learn how to ask questions, not just memorized phrases, but questions you would normally ask in a ‘real’ conversation. On the other hand, students realize that they need ‘connectors’ to express what they want to say more cohesively. To help them, I create a ‘world wall’ with some ‘connectors’ such as, because, so, when, however, although, etc., and ‘question words’ my students need to use in their conversations.
Interpersonal Communication: Pre, During, and Post T.A.L.K.
Before we start the T.A.L.K. assessment I use some T.A.L.K. routines to help students ease into the conversation:
- ‘what are we TALKing about today?’
- ‘tips for an amazing T.A.L.K.’,
- ‘follow one student’ during the conversation, and
- a ‘reflection’ after the T.A.L.K.
In my class, T.A.L.K. is a class activity in which we gather in a circle with a small group in the center and the rest of the students are placed around them (like ‘fishbowl’).
Pre-T.A.L.K.
Before we begin, I make sure students know the topics expected in the conversation by asking them ‘What are we TALKing about today?’ This way, we focus our brains on the vocabulary and functions we need to retrieve from our working memory.
I continue with ‘tips for an amazing T.A.L.K.’ on how to have T.A.L.K. conversations. Doing this just before starting, also reminds students of the task expectations and helps them lower their affective filter. They might say,
- If somebody is stuck or does not understand the question you are asking, give options, for example, if you ask ‘What do you do on the weekends?’ and the other student does not know the word ‘weekends’, you might say ‘Saturday? Sunday?’ That way, you are kind and it helps continuing the conversation without an odd silence
- Invite all to be part of the conversation by asking a question to all the members in the group
- Talk about things that you know but if you do not remember or do not know a specific word, use words to describe it so a friend can help you
- Don’t repeat the same questions (‘What do you like?’ ‘How are you?’). Instead, try to ask new questions for the conversation to flow
- Have three good questions ready in your head in case suddenly everybody is silent
- Think that the T.A.L.K. assessment is a T.A.L.K. practice
During T.A.L.K.
While the students in the center would be the ones talking, the ones in the outer circle have to ‘follow one student’ and jot down in their notebooks what he/she says. I can check students’ listening and spelling skills with this and realize who needs more practice on one or both.
Post-T.A.L.K.
After students have done the T.A.L.K., the other component is a ‘reflection’ about their performance that can be written in their notebooks or using a form. I ask questions such as,
- What are you proud of?
- What went well for you today?
- What did you learn about yourself? about your peers?
- How are you going to prepare yourself for the next T.A.L.K.? What is one thing that you would do differently next time we have a T.A.L.K.?
- If you had to give yourself a grade on Talking. Accuracy, Listening, and Kindness about your performance, which would that be?
- In your opinion, which level of proficiency did your reach for the most part during T.A.L.K.? What evidence do you have to support your self-assessment? What can you do to achieve the next level?
- How can the teacher help you be more successful next time?
I love reading students’ deep thoughts and reflections on their performance! I learn a lot about them and it gives me hints on what I can do to help each of them.
Give T.A.L.K a Try!
Learning about each other while talking in another language is very satisfying for students. It provides an unimaginable sense of authenticity and pride. Give it a try in your classes!