Target Audience: Secondary, tertiary.

Language Proficiency: Variable, according to task.

Learning Focus: Course management, learner-centered activities, reading, writing.

Technology Needed: Web browser software and course discussion board or forum.

Instructions:

Course discussion boards or forums can help build community among class members and can be a more comfortable way for learners who are nonnative speakers of English to exchange ideas and experiences. They can also help extend the parameters of a face-to-face class with increased opportunities for ongoing communication.

It's important to involve learners in the choosing of topics. Sometimes, just saying "What do you want to talk about?" is too broad a question. Learners might instead brainstorm topics of interest on information cards at the first course meeting or as part of their introductions in the online discussions.

A prompt--in addition to asking for the standard biographical information--can include something like this:
Finish these two sentences with as many different words as you can:
1) I would like to find out more about the following aspects of international business, _____________.
2) Countries that I am particularly interesting in exploring are _____________.

Another approach is to establish topics or general categories you'd like to include in the course and then have learners generate questions to discuss that fit those topics or categories. These categories might include: Dining/Drinking Etiquette, Job Interviews, or Gift Giving. The categories allow you to address some issues you believe important while allowing learners to participate in the specifics. Also, by giving learners more specificity in the "What do you want to talk about?" question, they can respond with better suggestions.

Helpful Hints:

Provide models of appropriate discussion postings, as needed. Announce in advance:

• Whether or not participation in the discussions are a required part of the course.
• Whether or not there are a minimum or maximum number of postings.
• When learners should post individually, in pairs, or in small groups.

©1997-2009: Leslie Opp-Beckman and Kay Westerfield, University of Oregon's American English Institute in Eugene, Oregon (U.S.A.). Permission to distribute and use for educational purposes provided the authors' names are left intact. This site may not be mirrored. Links to other sites should not be construed as an endorsement by the authors or the University of Oregon of the views contained therein. Last updated 08 November 2009 by lob. CV for Leslie Opp-Beckman, Email: leslieob@uoregon.edu CV for Kay Westerfield, Email: kwesterf@uoregon.edu 5212 University of Oregon Eugene, OR 97403-5212 USA

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