Rationale and background

Learning a language through speaking focuses on using the language in conversations and interactions to develop proficiency. This hands-on approach is different from passive methods like reading or writing. 

Learning a new language through oral communication offers multiple benefits, the first being immediate feedback. When speaking with native speakers or other proficient speakers they can immediately provide corrections and also suggestions for further improvement. This loop that is then created of constant feedback is crucial for developing a deeper understanding of the language and its patterns. (Pachler et al., 2024)

One of the other benefits that comes with the oral aspect of learning a new language is the need to think on your feet and respond quickly, which is unlike written exercises, where you have plenty of time to respond and can use resources to escape the risk of responding poorly. The spontaneity encourages the learner to internalize the grammatical rules and vocabulary more often. (Blaz D., 2018)

Interactive speaking offers a dynamic way to not only receive feedback but also apply it in future scenarios. Adaptability is vital to gain a deeper understanding of the language in real life contexts such as going out to dinner, playing sports and many other scenarios. This also provides the opportunity for the learner to learn specific slang that is used day to day and how it compares to formal language that is taught in class. (Pachler et al., 2024)

All in all, learning a new language through speaking provides the learner with stronger fluency, accuracy and cultural understanding. It allows them to learn the language in a practical setting which when paired with constant feedback expedites the learning process and builds a deep understanding that can be applied to real-world activities. 

Learning Context and Learners

This learning resource caters to age groups from middle school and above. Since ordering at restaurants may be unfamiliar to age groups that are younger (depending on the environment they grew up in), the younger teenage years would be an estimate to where the learning resource would have relevancy in their daily lives. The learners should be at around B1 on the Common European Framework of Reference (CEFR), which states that learners can roughly determine unknown vocabulary with context and follow clear conversation in real life settings, but may sometimes require repetition (Council of Europe, 2001). At this level of English proficiency, learners will be able to understand the lesson examples and identify both familiar and unfamiliar phrases and vocabulary.

Designing for Inclusion

Our resource aims to be Learner-Centred, and give students many opportunities to exercise agency over their language learning process. The Universal Design for Learning framework guides the way in which we do this. As described by CAST, the framework contains 3 sets of guidelines that, when followed, help educators design activities that are more inclusive and help ensure success for all learners (2014). These guidelines describe how to create multiple means of “Engagement,” “Representation,” and “Action and Expression” (CAST, 2014). Described below are the ways in which we have attended to each set of guidelines in our resource.

Multiple Means of Engagement

• We chose a topic that is practical and useful in an English-speaking context, therefore likely to be of value for learners who are interested in learning to speak English.
• During online zoom classes, the instructor will discuss the importance of creating a safe environment and would lead a discussion where participants co-create expectations for students and instructors to follow. In a language learning course it is particularly important for learners to feel safe making mistakes, so one main expectation would be engaging with others in an encouraging and non-critical way, and celebrating when others take risks and try, even if they don’t get it right the first time. 
• Many of the activities allow the learners to set their own goals and level of challenge. For example, for Activity 2, students can complete one, two, or all of the listening practice videos, and can access video transcripts if they need more support. 
• Students accessing our resource will likely come from diverse cultural and linguistic backgrounds. Therefore, we not only aim to teach key vocabulary but will also focus on outlining the overall process of ordering from a restaurant in Canada, so that all learners understand the cultural context in which they will be speaking.

Multiple Means of Representation

• Our resources uses multiple modalities in our activities to support the development of English speaking skills. We provide students with written information (such as “cheat sheets”), with video resources, audio practice activities, and opportunities for partner and group learning in online zoom courses. 
• Some of the activities include adjustable components: for example, for the listening videos students can adjust playback speed, volume, and can access the videos on Youtube to use auto-generated subtitles in another language. 
• The instructor can encourage understanding and appreciation of different languages and cultures by leading discussions where students can share what the process/ vocabulary of ordering from a restaurant is like in their culture(s)/first language(s).
• Students will have opportunities to work in groups that are thoughtfully created to enable them to support each other, for example pairing less experienced speakers with those who are more experienced, or giving opportunities for students to work with those who speak other languages in common with them.

Multiple Means of Action and Expression

• Students have opportunities to practice speaking individually, in partners, and in groups. 
• Students have opportunities to demonstrate their speaking and listening skills in real-time as well as through listening quizzes and by creating a video.
• The instructor interview assessment, which may be the most difficult assessment for many learners, is completed at the end of the resource after students have had multiple other opportunities to practice individually and collaboratively, and have received instructor feedback to help them prepare.