Embedding a Textbook Dialogue - Example

When we engage in communication with our students, the goal should be that it be purposeful in nature. According to Bill Van Patten, "Communication is the interpretation, expression, and/or negotiation of meaning for a purpose, in a given context." How do textbook dialogues align with this definition of communication?

By nature, textbook dialogues are artificial, because no true purposeful communication is occurring. Yes, there appears to be an exchange of dialogue, but most likely, when we have students recite textbook dialogues, that is all it is: reciting. It is memorization and contrived communication. 

In addition, many textbook dialogues are set in environments outside of the classroom, which contributes to its artificiality. To quote something which I had written in an earlier post about purposeful communication:

[Purposeful] communication needs to occur in a realistic context and setting. Therefore, since we as teachers are communicating in a classroom, our communication needs to reflect what would occur in a classroom. The traditional textbook dialogues/role plays of "a trip to the doctor's office," "ordering a train ticket," and "maneuvering through the airport" are not truly communicative, because they are artificially set and delivered in a classroom context (and not in a doctor's office, train station, airport). If you wish to do those dialogues, then students need to be in those actual environments for these activities to have a true setting.

By no means does this mean that textbook dialogues are bad per se, but if you wish to align them with purposeful communication, then do the following: embed them into a reading, such as a story, diary entry, letter, etc. In doing so, now the textbook dialogues are in the realistic context of a classroom and can therefore be discussed in a classroom setting.

Below is an example of a reading which I created back in 2015 (before I even knew about purposeful communication) - it is translated from Latin into English. It incorporated greetings into a reading, and it was about two students of mine named Ian and Mustafa. I know that there is a similar Spanish version of this story out there, since Meredith White took my story and adapted it into Spanish: 

Ian sees a girl. The girl is beautiful. Ian loves the girl. Ian says, “O girl, hello. How are you? My name is Ian. What is your name?” The girl says, “Hello, Ian. I am fine. My name is Go Away! Goodbye!” Ian is sad.

Mustafa says, “What is her name?” Ian responds, “Her name is Go Away!”

Ian sees another girl. The girl is beautiful. Ian loves the girl. Ian says, “O girl, hello, my name is Ian.  What is your name?” The girl says, “Hello, Ian. I am very well.  My name is You are Annoying. Goodbye!” Ian is sad.

Mustafa says, "What is her name?” Ian responds, “Her name is You Are Annoying!”

Since these greetings were set in a reading, as a class we could discuss and review them in a classroom setting much beyond the traditional way of simply saying hello to students and asking what their names are and how they are doing.

Consider embedding textbook dialogues into readings to create purposeful communication!