How does Color My Conversation-3rd Edition (CMC-3) support
English Language Learners (ELL)?

It offers a learning environment which ensures success in the early stages of skill acquisition through the use of Errorless Learning:

Errorless learning is a form of instruction that increases the probability that the child will correctly respond within a learning task.   Prompting is initially provided to ensure that the child can correctly and consistently respond to the demands being placed on them.  As their confidence and competence develops, these prompts will be gradually faded.  

Using visual and verbal modeling, the Conversation Coach provides examples of what can be said within common social interactions (i.e. greeting, chitchat, questions, comments, topic transitions, etc.).  

 

EXAMPLE:  GREETINGS

Within one’s culture, there will be common ways with which to greet one’s conversation partner.  For example, in English, we will say things like:  hi, hey, hello, good morning, good afternoon, or good evening.  In Color My Conversation -3rd Edition, these comments are visually written down on a yellow conversation stone for the children to see.  Often the Conversation Coach will write 4-5 examples that the children can then reference.  

As the Conversation Coach is teaching the children about greetings, he/she will not only provide the words that can be spoken in written form, but will also model how to reference the answers through their use of verbal and/or nonverbal communication.  

For example, as the coach steps on the yellow Hello stone, he/she will reference it to consider which form of greeting to select.  The coach might use self-talk as a part of this process (i.e. “Hmm.  I think I’ll say, good morning.”).  By referencing the stone for the written examples, the Conversation Coach models what the child can do when it is their turn to selecting their own greeting.

The coach will then verbally say the greeting that was selected.  He/she will often accompany the words with nonverbal communication that is commonly used along with the greeting (i.e. smile, wave).  Through verbal and visual modeling, the children can then see and hear what they can do themselves when offering a greeting to others.

Errorless learning is provided primarily within the Beginner and Intermediate Levels of the CMC-3 program.   The following provides a short list of some concepts that are taught using the errorless learning approach:

  • Greetings
  • Farewells
  • Conversation Starters
  • Conversation Stoppers
  • WH Questions
  • Comments
  • Topic Transitions

For English Language Learners, the acquisition of language required for common social interactions (i.e. greetings, chit chat, longer conversations with embedded topics) can also be enhanced through the use of visual and verbal modeling.

Errorless Learning creates a Low Stress – High Success learning environment.  

Errorless learning is an instructional design that was first developed by Charles Ferster (Psychologist) in the 1950’s and further developed by others such as B.F. Skinner.  Errorless learning seeks to eliminate or reduce errors as much as possible in the acquisition of new information.  In contrast, trial and error or error-ful learning, considers errors to be part of the learning process.  Through problem solving and repeated attempts, one can find success in achieving the expected goal.  

Both of these learning strategies have their benefits.   For example, there can be struggle involved with the trial and error learning approach.  This struggle can translate into knowledge being more deeply embedded with one’s memory.  In contrast, the errorless learning strategy is less stressful as it requires less struggle and risk.  

That said, learning a new language can be stressful!  It would be expected that we might all find ourselves in survival mode (i.e. flight, freeze) when asked to participate in situations where we have to publicly perform within the language learning setting.  The use of the errorless learning strategy allows our ELL children to sit and quietly observe others (i.e. Conversation Coach, peers) who are modelling what to say and do.  

When they feel safe to participate, then they too can join the activity from a place of confidence because a selection of correct answers are provided for them.  As they grow in their feelings of competence, confidence and acceptance, their courage to risk within the learning environment might also be realized.  From this vantage point, they can then venture forth to hone and adapt their skills set for specific settings and situations.

Social pragmatic skills are initially taught with a progression of skill development in mind.

When we first encounter an individual, we will typically start with a greeting.  Given the setting, the situation and the person with whom we are speaking, we may move on to engage in some light chit chat.  If there is time and an interest in extending our social interaction, we might then move into a longer conversation with embedded topics.   These more complicated conversations will likely require additional conversation tools (i.e. comments, questions, topic transitions) and social skills (i.e. others perspective, social problem solving, etc.) with which to successfully navigate the social encounter.

The Beginner and Intermediate Levels of Color My Conversation – 3rd Edition provide lessons that move the act of conversation from basic greetings to chit chat to longer conversations with embedded topics.  The Advanced and Expert Levels of the CMC-3 program provide lesson activities that focus more directly on social thinking (i.e. others perspective, goal setting, emotional literacy) and social situations (i.e. navigating and adapting oneself within specific scenarios).  Throughout the CMC-3 program, the teaching concepts progress in complexity, one lesson at a time.  

Through the progression of lessons, children who are English Language Learners, are given the time and tools to know how to move beyond the act of conversation to become individuals who are also informed in knowing how to navigate the social and emotional nuances that accompany one’s interactions with others.

Adaptations are provided to help the children understand variations of social pragmatic skills based on the setting (i.e. where they are), the situation (i.e. what is happening) and the person with whom they are speaking.  These adaptations take cultural variations into consideration as well.  

Greetings and farewells are done throughout the world.  These social acts are unique in that they can be done verbally or nonverbally.  For example, if we see someone from a distance, a verbal greeting will be futile because the individual won’t be able to hear us.  In this case, we will use our nonverbal communication (i.e. wave, smile, etc.) to offer either our hello’s or our goodbye’s to others.  

These two social interactions are done throughout the world however, there are cultural variations that govern how they are implemented.  For example, some cultures include specific acts (i.e. kissing, hugging, bowing, sniffing, rubbing noses and clicking sounds) within the social exchange.  Even within one’s “common culture”, there may be variations on how to implement a greeting or a farewell depending on the setting, the situation and the person with whom we are speaking.

In contrast to greetings and farewells, chit chat is not done throughout the world.  There are some cultures that don’t use this form of social exchange.   Some of our children who are English Language Learners may have had no previous modeling for how to do this form of dialogue.  In which case, it is unlikely that they have been exposed to the nonverbal communication (i.e. proxemics) or social rules (i.e. conversational turn taking) that would accompany it.

Color My Conversation – 3rd Edition offers learning materials that allow children to explore cultural variations within common social acts (i.e. greetings, chit chat, longer conversations with embedded topics).  These learning opportunities can help the ELL children explore the verbal and nonverbal communication that is commonly employed within the English language.  

At the same time, these learning activities are good for the English-speaking children as well.  Learning about cultural variations can promote respect, appreciation and validation of others.