The power of presentations in a language classroom

Presentation in the language classroom: its power and balance of elements

In many ways the language classroom functions differently than a traditional “core” class. The objective of the language classroom is communication, and the curriculum is designed to promote this goal. According to Stephen Krashen, a leader in the study of language development, acquisition requires meaningful communication.  Also, Tang, Chiou, and Jarsaillon (2015) concluded from their study on task-based learning that student fluency is improved through the act of presenting material. Considering the research and objective of the language classroom, using presentations, in any form, seems like a natural and justified skill.

In the text, Crafting Digital Writing, Hicks (2013) outlines the genres of writing for web-based texts and gives detail about how presentations could be used in the classroom specific to the genres of narrative writing, informational writing, and argumentative writing. As the ideal outcome in a language classroom is so different, I would argue that the value of presentations to the objective does not always conform easily to one of these genres. Narratives do hold their place of importance in language output, argument can be used compel communication, and parts of the majority of language presentations conscribe to the definition of informational writing; however, the main purpose in presenting the information is not in its dissemination, but the act of comprehensible communication.

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Hicks explores the criteria and importance of digital presentations in contemporary classrooms in all content areas. Digital presentations have the potential to allow for students and teachers to disseminate information in an exciting and engaging way. The large drawback to the use of digital presentations in the classroom is the overuse of the underwhelming stock PowerPoint. “Often mind-numbing, the reality [is] that students barely do any research below the surface, then copy and paste big chunks of text and images onto a series of preformatted slides and regurgitate them in front of a class of their bored peers” (p. 61). Hicks’ reader is fortunate that after identifying the problem, he presents a multitude of ways to avoid the committing the ubiquitous mistake of wasting an opportunity for real learning and engagement.

The idea that there are three parts to a presentation (Reynolds, 2008) adds to the argument that the power presenting offers a language classroom transcends the material presented. It is the act of being comprehensible and being comprehended that holds so much value. To this end, the three elements of a presentation align with the skills of language acquisition. Reynolds’ parts of a presentation are the “slides the audience will see; notes only you will see; handout to be taken away” (p. 67). The slides, the physical presentation, correspond to the visual aspect of writing and reading. The notes align with the auditory script, requiring speaking by the presenter, and listening by the audience. The final part of the presentation according to Reynolds, the handout, requires more writing by the presenter and reading by the audience. This handout could further enhance language use in the form of a cloze activity, necessitating another level of audience engagement with the language. These three elements have the potential to work together to create a truly powerful language learning activity for both the presenter and the audience and have inspired much deliberation in my planning for next year.
To explore the importance of each element of the three part presentation, I decided to create each portion separately. In a beginning language class, much time is dedicated to basic vocabulary and grammar with the purpose of communication. One of the quintessential topics covered is the family tree. My intention in separating the elements of a presentation are to emphasize their power when used together. Begin by observing the digital presentation alone. This requires the presenter to use language to communicate about the family members, and the audience to read, engaging two language skills.

     Although the original video does contain comprehensible written language, the auditory element of communication is glaringly lacking. Once the audio track is included, the full picture of communication is available to the audience, as seen below.

The final element of Reynolds' presentation would be the tangible handout that the audience would leave with. In the classroom the audience could be required to fill in information as it's being presented, or interact with the information in some way. For my presentation, an engaging handout would be the physical representation of the family tree for the audience to complete. In this way, the objective is the communication and understanding of the material, not the "stickiness" of the material itself. For this reason, I believe that presentations in the language classroom are not easily defined by the three constructs of the narrative, informational, or argumentative genre. The presentation is so valuable in the language setting for its enhancement of comprehensibility in the target language.

References

Hicks, T. (2013). Crafting digital writing: Composing texts across media

            and genres. Portsmouth, NH: Heinemann.

Krashen, S. (1996).  Second Language Acquisition and Second Language Learning. New York, NY:  

Prentice-Hall International.

Reynolds, G. (2008). Presentation zen: simple ideas on presentation design and delivery (1st ed).

Berkeley, CA: New Riders Press.

Tang, H., Chioul, J. S., & Jarsaillon, O. (2015). Efficacy of task-based learning in a Chinese EFL

classroom: A case study. English Language Teaching; 8(5), 168-176