Incorporating Role Play In English Classes Of An Intermediate Level

One of the foremost responsibilities of language teachers should be not just to let students to acquire set phrases, but also to teach how to interact in a variety of situations, to develop and practice new language and behavioural skills in a relatively safe setting. In recent years, there has been a growing interest to integrate meaningful use of language and rich authentic communication in English classes. Yet, one of the universally effective methods in the classroom, which meets the demand of all above requirements, is a role play. In the present article the attempt is made to investigate the effectiveness of the role play in English classes of an intermediate level.

Motivating in the Production-Oriented Approach: From Theory to Practice

Motivating is the most creative phase of the Production-Oriented Approach (POA), making it different from other teaching approaches from the outset. This study aims to introduce the theory of motivating and its application to College English teaching practice by adopting dialectal research (DR). First, it gives an overall introduction to motivating, including its function, steps, and categories. Then it demonstrates two rounds of motivating practice in teaching College English by using the POA-based textbook iEnglish. The first round of motivating practice mainly focuses on how to follow the three steps of motivating in a specific case, namely, the teacher providing scenarios, the students trying out the productive activity, and the teacher explaining the productive objectives. The second round attempts to apply the criteria of motivating effectiveness to practice, namely, authentic communication, cognitive challenges and appropriate productive objectives. Furthermore, the teaching effectiveness of the motivating practice is appraised by both the teacher’s and students’ retrospective evaluations. Finally, some suggestions for motivating design and future research are proposed.

How can we trust a political leader? Ethics, institutions, and relational theory

That citizens can trust leaders in politics and the public sphere to be sincere and truthful helps to make democracy work. However, the idea of authentic communication raises both sociological and ethical questions. Scholars focusing on institutional conditions emphasize that audiences only have reasons to trust speakers that appear to have incentives to be truthful, unless they know them personally. However, theorists of ethics argue that authentic communication requires genuine commitment, which is conceptually at odds with self-interested reasoning. This article finds that both incentives and genuine commitment are necessary conditions for trustworthiness in speech, but neither is sufficient on its own. The problem is thus how to combine them. Examining the work of Habermas and Bourdieu, this article develops a relational perspective on authentic communication. It suggests that latent institutions can induce trust by making trustworthiness preferable, and still allow speakers to earn citizens’ trust through genuine ethical commitment.

The bones are the same: an exploratory analysis of authentic communication with LGBTQ publics

PurposeThe purpose of this work is to identify the components of authentic communication with LGBTQ publics and to examine if there is a difference in what constitutes authentic communication for LGBTQ publics compared to other publics.Design/methodology/approachWe conducted in-depth interviews with professionals who both identify as LGBTQ and are instrumental in developing content targeted to this public.FindingsAuthenticity is synonymous regardless of the target public; however, differences emerge in the manifestation of authenticity with historically marginalized groups, like LGBTQ publics.Practical implicationsPractitioners working with historically marginalized communities need to make sure they are walking the walk, not just talking the talk.Social implicationsAuthentic communication arises from an organization's broader holistic commitments to diversity, equity and inclusion.Originality/valueThe insights derived by our participants are unique, as they are perspectives traditionally “written out” of research.

Ghostly (Re-)Semblances and Specular (Con-)Figurations

Many thinkers conceptualize authentic communication in terms of an interpersonal encounter, for example between an “I” and a “you,” a living subject and a living subject, unmediated by objects, electronic gadgets, or ICTs (informatics and communication technologies), or through an authentic human dialogue involving openness, choice, freedom, courage, and almost always, some risk and uncertainty. In the elevated language of Buber and Maritain one might say an existentially charged encounter between two (or more) beings involves opening up to each other, calling each to the other, face to face, thus allowing living truth to emerge.

Communication skills training for healthcare students working with people with intellectual disabilities

SUMMARYEffective communication skills are essential for all healthcare professionals. Specialist teaching on communicating with people with intellectual disabilities is often lacking, resulting in poorer healthcare and worse outcomes than in the general population. Working with professionally trained actors with intellectual disabilities, we developed an interprofessional workshop that sought to provide authentic communication skills training to enable healthcare students from various disciplines to communicate effectively with patients of all abilities. In a survey, students reported that they found the workshops rewarding and confidence-building, and that they learnt more about the roles of their interprofessional colleagues.DECLARATION OF INTERESTNone.

Creando si impara

This contribution is part of research and teaching undertaken during the year 2015-16 at the Italian Cultural Institute in Paris (Istituto Italiano di Cultura di Parigi) and follows the didactic approach used in the participatory creation of a comic book with a group of adult French students. The description of the various teaching phases – through alternating lesson format (presentation, group interaction, pair work) and the adoption of an approach to fit the task – is intended to show a more dynamic way of teaching/learning a Foreign Language. It is aimed at the development of the group’s oral output and a more active conversational interaction. The analysis shows how it is possible to encourage authentic communication in the classroom through explorative techniques with both an adult and senior public, little accustomed to modern teaching methods. One must be aware that this is an interplay between content and methodology, both traditional and innovative.