Interpersonal Communication
How to Incorporate Interpersonal Communication Using AP Themes
There are so many ways you can incorporate AP themes into interpersonal communication activities and assessments. Interpersonal communication tends to follow the interpretive task. Students watch an authentic language source (interpretive) on a given topic. Using that interpretive source, students will have a conversation. Connecting the two is easy if you have some time to research videos and create conversation topics. Conversations can be with a partner or in small groups. The ideas from the interpretive task post can guide you in connecting to the interpersonal task. Here are a few ways to connect the interpretive task to the interpersonal task using videos we have already discussed.
Music and Art
Using the Music of Beethoven’s Nightmare, have students discuss their favorite band and make comparisons. Give the prompt:
Compare the music of Beethoven’s Nightmare and your favorite band(s). Talk about your opinions on the music, the similarities and differences of each group, and the idea of diversity in the music industry.
While students discuss, make your rounds and check in on conversations. Guide students to new ideas and thoughts until they can become more comfortable in this process.
Science and Technology
Technology is ever-changing and with that change comes great things for deaf people. It is helpful for students to understand devices that benefit deaf people and understand their limitations. This is especially beneficial if students are involved in the Deaf community.
Video Remote Interpreting and Video Relay Services are often the same to students. Allow them time to interpret the information then give them the prompt:
Discuss the video communication options available to deaf people. Include the benefits and downfalls of each type of communication. Tell an original scenario for when each would be used.
Or you can use this prompt:
Compare Video Remote Interpreting and Video Relay Services. Discuss how each work. Describe the limitations of each. Discuss with your group.
Personal and Public Identities
More often than not students continue on in ASL because they want to become an interpreter or a teacher for the deaf because they want to “help” deaf people. Use the video from Street Leverage and Trudy Suggs to encourage students to have an open conversation about disempowering Deaf people. Try a prompt like this one:
What do interpreters do, intentionally or unintentionally, to disempower members of the Deaf community? Argue your points with your group. Try to convince others to see your point of view.
If possible, bring in a guest speaker from the Deaf community that can relate their experiences to this topic and allow an open forum style conversation to take place.
Contemporary Life
Contemporary life is about entertainment; travel and leisure; lifestyles; relationships; social customs and values. Also, this theme can focus on Deaf culture and daily life. However, it is the life lessons that are attached to each one of these interconnected themes that really make for great conversations. Ask students to show their understanding of these various concepts by posting the prompt:
Share your opinions about non-deaf people making a profit off of the Deaf community. Tell if you believe that this issue is valid or an unnecessary complaint. Explain your reasoning.
You can delve deeper into the matter by having students research what the ILY symbol and talk about the connection to the deaf community with this prompt:
Share with your group why you believe the ILY symbol is or is not a symbol of oppression in the Deaf community.
Students can also speak to why the ILY symbol has become a trend amongst hearing ASL learners.
Beauty and Aesthetics
A big part of understanding a group of people is to understand their culture and beliefs. The topic of Beauty and Aesthetics covers a wide-range of topics from architecture to literature to beauty. This theme also discusses performing arts. The video showcasing Amber Galloway Gallego gives so many talking points for students. Prompts can include:
Discuss the opinions of some members of the Deaf Community concerning visual music. Share your stance on this topic with your group.
OR
Amber gives back to the Deaf community by running a Hip Hop summer camp for deaf children. Explain how this connects to beliefs in the Deaf community.
The last prompt can even tie into the topic shared above in Contemporary Life.
Families and Communities
For a Deaf Son envokes a lot of emotions in many people including students. Use that emotion to start a debate. Separate students into groups on how they would teach their deaf child to communicate. Students can present their arguments to the group and try to persuade others why this would work.
Debate with your classmates why your belief in how to teach your deaf child is the most accurate method. Try to persuade others to change their mind.
Bring in parents of deaf children to talk about their experiences with medical professionals. Have them share the choices they were faced with when discovering their child was deaf. Sometimes it is difficult to get people to come in but technology can assist with this issue. Use Skype.
Global Challenges
Learning to communicate about everyday situations is exactly what our students want from the class. Being prepared for a natural disaster is a good way to get students started on talking about global issues. Use this prompt to get student’s communication flowing:
Have a conversation with others explain how you are prepared or not prepared for a natural disaster. Include what you would need to do to improve your readiness to respond to a natural disaster in your area.
In Conclusion
At the end of each prompt, I like to add the ACTFL “I can” statements to help guide students. This lets students know what you are looking for and expands the conversation. After all, we are working with students and we want to help them succeed. Ultimately, guiding learners to deeper conversations helps them become better communicators and global thinkers.
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