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216 Contextualizing linguistic input
flection of the postmethod and postcommunicative era, as a docu- ment where form and function need to be reconciled with commu- nication needs and social contexts” (p. 199).
One way of contextualizing linguistic input, therefore, is to rec- oncile form and function with communicative needs and social con- texts. Let us now turn to illustrative microstrategies and exploratory projects that seek to do precisely that.
Microstrategies for Contextualizing Linguistic Input
Some of the authors cited in the previous two paragraphs offer sev- eral instructional suggestions to create meaningful contexts for lan- guage learning and teaching activities in class. These suggestions can be easily adapted to suit the linguistic and communicative levels of a specific group of learners. Drawing insights from them, I pre- sent below two microstrategies.
Microstrategy 9.1: Travel Matters
9.1.0 The following microstrategy is based on language learning sce- narios proposed by Di Pietro. He suggests that we treat the language classroom itself as a kind of speech community that can provide the setting for interactive language use. The idea is to design a series of communicative scenarios in which learners are encouraged to role- play to use and, in using, expand their developing linguistic repertoire. One of the scenarios Di Pietro presents is what might happen to a trav- eler at an airport. Here’s an adapted version.
9.1.1 To begin with, ask your learners about any long-distance travel they may have undertaken by plane, train, or bus to visit other places in or outside their country. Have some of them share their travel expe- riences—any pleasant surprises or unexpected hassles involving, for instance, their tickets, luggage, etc., and how they handled them.
9.1.2 Then, present the following scenario to your students: they are at the airport (or train/bus station) for a return trip home. They are told that, because of a clerical mistake, their flight (or train/bus) has been overbooked. A supervisor is requesting ten of the passengers to take a flight (or train/bus) scheduled for the following day. If they do, they will be suitably compensated, including a free hotel room for the night. Your students are among the passengers and they have to make a quick decision.