Communication & Speech

As educators look for innovative ways to support language proficiency in the classroom, Duolingo for Schools(https://schools.duolingo.com) offers a dynamic, engaging platform that can seamlessly integrate into a Professional Communication class. By incorporating the Intermediate English Program, educators can enhance students’ reading and speaking skills while aligning with key standards like the Texas Essential Knowledge and Skills (TEKS), the Texas English Language Proficiency Assessment System (TELPAS), and English Language Arts (ELA)objectives.

Supporting TEKS through Duolingo

The TEKS for Professional Communication emphasize developing students’ ability to comprehend and communicate effectively, both verbally and in writing. Duolingo’s interactive lessons, which combine reading, writing, and speaking tasks, are an ideal tool to support these objectives. Research shows that game-based learning and interactive platforms like Duolingo can increase student motivation and learning outcomes by providing immediate feedback and personalized pacing (Clark et al., 2016). By incorporating Duolingo’s Intermediate English lessons into daily activities, students can work on key TEKS skills such as understanding complex texts and communicating ideas clearly and effectively.

For example, students can use Duolingo’s reading modules to practice comprehending short passages, answering comprehension questions, and discussing the material in class, directly aligning with TEKS standards related to reading comprehension and critical thinking.

Enhancing Speaking Skills with TELPAS

For English Language Learners (ELLs), TELPAS assesses progress in language proficiency, particularly in speaking and listening. Duolingo’s speaking exercises allow students to practice speaking English in a low-pressure, interactive environment. By completing these exercises regularly, students can build confidence in their oral language skills, which is crucial for success on the TELPAS speaking assessments.

A study by Gonulal (2020) highlights the benefits of digital language learning platforms like Duolingo for improving oral proficiency, particularly for ELLs. The structured speaking practice provided by Duolingo enables students to focus on correct pronunciation, sentence structure, and fluency, which are critical components of the TELPAS speaking rubric.

Building Reading and Comprehension for ELA Success

Incorporating Duolingo into a Professional Communication class can also support ELA objectives, which require students to analyze, interpret, and evaluate written texts. Duolingo’s Intermediate English lessons offer rich opportunities for students to engage in reading comprehension tasks that range from vocabulary building to understanding context and main ideas.

Duolingo’s adaptive learning technology adjusts the difficulty of reading materials based on student performance, ensuring that each student is working at the appropriate level. According to a meta-analysis by Means et al. (2014), adaptive learning tools improve student outcomes by personalizing instruction to individual learning needs. Using Duolingo in conjunction with classroom discussions and activities provides students with a well-rounded approach to mastering both reading and communication skills, ensuring they are prepared to meet ELA standards.

Integrating Duolingo into Classroom Activities

In a Professional Communication class, Duolingo can be incorporated as both a formative assessment tool and a classroom activity. For example:

• Speaking Activities: After completing Duolingo’s speaking exercises, students can participate in class discussions or presentations, using the vocabulary and phrases they’ve practiced.
• Reading Assignments: Teachers can assign Duolingo reading passages as homework or in-class activities, followed by group discussions to analyze and evaluate the material.
• Progress Monitoring: Teachers can track student progress using Duolingo’s built-in tracking tools, allowing for targeted interventions based on individual needs.

This integration helps meet TEKS, TELPAS, and ELA requirements by providing a well-rounded, engaging platform that enhances language learning.

Conclusion

Educators can support student progress in critical areas such as reading, speaking, and comprehension by incorporating Duolingo for Schools into a Professional Communication class. The platform’s engaging, adaptive approach aligns with state standards like TEKS, TELPAS, and ELA while also offering students the opportunity to build essential communication skills in an interactive, meaningful way. For teachers looking to enhance language instruction, Duolingo is a valuable tool that fosters student success.

References:

• Clark, D. B., Tanner-Smith, E. E., & Killingsworth, S. S. (2016). Digital games, design, and learning: A systematic review and meta-analysis. Review of Educational Research, 86(1), 79-122.
• Gonulal, T. (2020). The Use of Duolingo in the Language Classroom: Insights from Students’ Perceptions. Journal of Educational Technology Systems, 49(2), 145-165.
• Means, B., Bakia, M., & Murphy, R. (2014). Learning online: What research tells us about whether, when, and how. Routledge.

In my Professional Communication class, students recently took on the exciting challenge of writing and designing original children’s books—a creative project that seamlessly integrated CTE objectives with ELAR standards while targeting critical TELPAS skill areas: listening, speaking, reading, and writing.

This wasn’t just a fun project (although it absolutely was)—it was an intentional, standards-aligned activity that promoted language development, digital literacy, and storytelling skills. Here’s how it worked—and why it matters.

📘 The Project: Creating a Children’s Book from Start to Finish

Working in pairs, students were given a week to create a 10–15 page children’s book for a target audience of 4–8-year-olds. The goal? To demonstrate mastery of storytelling elements, craft age-appropriate text, and use AI tools or original art to illustrate their narratives.

🌟 Key Project Elements:

• A clear beginning, middle, and end

• A problem and solution (conflict and resolution)

• A meaningful theme (like kindness, perseverance, or friendship)

• At least two developed characters

• Dialogue and storytelling techniques like repetition and rhyme

• Visuals that match the story’s tone and content

Each student group also gave a dramatic reading of their finished book to the class in a story-time format, showcasing both their oral language proficiency and their creative thinking.

🎯 TELPAS Skill Alignment

This project was intentionally designed to target the four domains of TELPAS (Texas English Language Proficiency Assessment System), making it ideal for English learners at all proficiency levels.

✍️ Supporting ELAR in a CTE Classroom

This project wasn’t just about storytelling—it was about language acquisition, creative expression, and career-connected skills. Students practiced:

• Narrative structure and literary elements

• Audience adaptation, a key speech and writing skill

• Team-based collaboration and project management

• Researching illustration styles and visual storytelling

• Using AI tools thoughtfully and ethically in media creation

By embedding ELAR skill-building into a Professional Communication course, students developed language fluency and confidence while practicing communication for real-world and career-ready contexts.

📅 Project Timeline

🎤 Final Presentations: Where Language Comes to Life

The dramatic readings were a highlight. Students presented their books with energy and expression, explaining the inspiration behind their stories and their creative process. These presentations provided an authentic audience and reinforced oral fluency, tone, and pacing—all essential TELPAS speaking traits.

🧠 Why It Works

This project combined the best of CTE, ELAR, and TELPAS-focused instruction by:

✅ Encouraging collaboration and peer support

✅ Differentiating instruction through roles and flexible tech use

✅ Promoting creative risk-taking in a supportive environment

✅ Reinforcing TEKS-aligned communication goals

✅ Giving students a meaningful platform to share their voice

📌 Takeaway for Educators

Whether you teach CTE, ELAR, or electives, children’s book creation is a powerful tool for cross-curricular learning. It challenges students to think critically, write purposefully, and speak confidently—all while creating something they can be proud of.

If you’re looking for a way to meet TELPAS goals while supporting ELAR growth in a non-traditional setting—this project delivers.

Would you like a free template or AI prompt bank for children’s book generation? Drop a comment or message, and I’ll send one your way!

#CTEinELAR #TELPAS #StudentVoice #Storytelling #AIinEducation #ProfessionalCommunication #EdTech #ProjectBasedLearning #SpeechClass #WritingInElectives #MultilingualLearners

Course: Introduction to Speech Communication (SPCH 1311)

Lesson Focus: Public Speaking, Overcoming Speech Anxiety, Verbal Communication
Duration: 2 Class Periods (50 minutes each)
Textbook Chapters: Chapter 9: Preparing a Speech, Chapter 10: Delivering a Speech
TEKS for Professional Communication: §130.99. Professional Communication TEKS

• (1) The student demonstrates professional standards/employability skills.
• (2) The student applies oral and written communication skills.
• (3) The student demonstrates effective public speaking and group communication skills.

Objectives:

• Students will learn to recognize and apply strategies for overcoming speech anxiety.
• Students will understand the role of verbal communication in public speaking, including delivery techniques such as tone, pitch, and pace.
• Students will analyze how personal growth can influence public speaking skills.
• Students will demonstrate their ability to prepare and deliver a speech by applying the techniques discussed in the film and textbook.

Materials:

• Film: The King’s Speech (2010)
• Textbook: Communication in the Real World (Chapters 9 & 10)
• Handouts on speech anxiety techniques and public speaking delivery
• TEA TEKS alignment reference sheet

Day 1: Film Screening and Discussion (50 Minutes)

Introduction (10 minutes):

1. Begin with a brief discussion on speech anxiety and verbal communication. Ask students to reflect on personal experiences where they felt nervous about speaking in public.
2. Introduce the film: Explain that The King’s Speech illustrates the journey of King George VI as he overcomes speech anxiety to become a confident public speaker and how the film connects to their textbook readings on speech preparation and delivery.

Film Screening (30 minutes):

1. Play key scenes from The King’s Speech (especially scenes showing speech therapy sessions and his final speech), focusing on how the protagonist learns to control his anxiety and improve his verbal communication.
   • Key Scenes: First therapy session, discussion of fear of speaking, practice exercises, final speech.

Guided Discussion (10 minutes):

1. Ask students to identify moments in the film where King George VI’s anxiety is evident and the techniques used by his speech therapist to overcome it.
2. Lead a discussion on how the film illustrates key concepts from Chapters 9 and 10:
   • What strategies did King George VI use to manage his anxiety?
   • How did his confidence grow, and how did it affect his speech delivery?
   • How do these strategies compare to what is outlined in Chapter 9 about preparing a speech?

Homework:

• Reading: Ask students to review Chapters 9 and 10 of their textbook, focusing on strategies for preparing and delivering speeches.
• Reflection: Have students write a one-page reflection on the film, focusing on a particular technique for overcoming speech anxiety and how it can be applied to their own experience.

Day 2: Applying Concepts and Public Speaking Activity (50 Minutes)

Introduction and Recap (10 minutes):

1. Recap key points from the previous day’s film screening and discussion.
2. Review textbook content from Chapter 9 (Preparing a Speech) and Chapter 10 (Delivering a Speech), focusing on practical strategies for effective public speaking and anxiety management.

Speech Anxiety Techniques Workshop (15 minutes):

1. Distribute handouts on techniques for managing speech anxiety (e.g., deep breathing, visualization, preparation tips).
2. Conduct a brief anxiety-reducing activity such as controlled breathing or visualization.
3. Discuss the importance of preparing both mentally and physically before delivering a speech, tying it to the techniques used by King George VI in the film.

Practice Speeches (20 minutes):

1. Assign a short speech: Have students prepare and deliver a 1-minute impromptu speech on a topic of their choice, incorporating techniques for managing anxiety discussed in the previous lesson and in the film.
   • Criteria: Encourage students to focus on verbal communication techniques such as tone, pitch, and pace, and to apply anxiety management strategies.
2. Peer Feedback: After each speech, peers will provide positive and constructive feedback, focusing on how the speaker overcame anxiety and their use of verbal communication techniques.

Conclusion and Wrap-Up (5 minutes):

1. Summarize the key concepts learned from the film and textbook, focusing on how preparation and delivery are critical to overcoming public speaking challenges.
2. Ask students to reflect on their performance and consider areas for improvement in future public speaking assignments.

Assessment:

• Formative: Reflection on The King’s Speech and how speech anxiety is portrayed and overcome.
• Summative: 1-minute impromptu speech graded on delivery, application of anxiety-reducing techniques, and verbal communication as per the TEKS and textbook guidelines.

TEA TEKS Alignment:

• §130.99(c)(1): Students apply professional standards and demonstrate communication skills in a structured setting (public speaking).
• §130.99(c)(2): Students analyze and use verbal and nonverbal communication in public speaking activities.
• §130.99(c)(3): Students demonstrate preparation and delivery techniques in a public speaking context, focusing on overcoming challenges such as speech anxiety.

References:

• Textbook: Communication in the Real World (Chapters 9 & 10)
• TEA TEKS: §130.99. Professional Communication
• Film: The King’s Speech (2010)

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In the evolving landscape of education, integrating multimedia resources into traditional coursework can provide powerful learning experiences. One way to do this in a communications course is by incorporating Brené Brown’s Atlas of the Heart (Brown, 2021) alongside textbook materials, such as Interplay: The Process of Interpersonal Communication (Adler, Rosenfeld, & Proctor, 2018). This multimedia approach not only deepens students’ understanding of emotions but also enhances their communication competence by linking emotional experiences to core communication theories.

Connecting Emotions to Communication Theories: A Reflective Approach

Students often experience emotions in their daily interactions, but they may not always reflect on how these emotions impact their communication. By engaging with the emotions discussed in Atlas of the Heart, students can gain a more nuanced understanding of interpersonal communication theories, such as those explored in Chapter 9: Emotions of Interplay (Adler et al., 2018).

For example, one way to foster this reflection is by having students write about how vulnerability affects communication. Vulnerability is central to emotional expression and connection, which ties directly to the concepts of self-disclosure and emotional intelligence discussed in Interplay (Adler et al., 2018). By reflecting on vulnerability, students can explore the tension between openness and the fear of rejection, gaining insight into how these feelings influence their interactions with others (Brown, 2021).

Class Discussions: Exploring the Emotional Side of Communication

Using Atlas of the Heart as a springboard for class discussions offers a dynamic way to explore the emotional components of communication. Episodes or excerpts from the series can serve as powerful tools to introduce students to the complex relationship between emotions and communication theories like perception and cultural differences.

For instance, an episode focused on the emotion of belonging (Brown, 2021) could open up discussions about how different cultural perceptions shape communication in group settings. Students could compare their personal experiences with concepts from Chapter 3: Perception and Chapter 5: Culture of Interplay (Adler et al., 2018), analyzing how emotions affect intercultural interactions and communication patterns.

Interactive Activities to Deepen Understanding

Interactive activities are essential for applying theoretical concepts to real-life situations. One engaging activity is having students conduct case studies based on characters or scenarios from Atlas of the Heart (Brown, 2021). These case studies can be analyzed through the lens of communication concepts such as perception, culture, or conflict management—key ideas covered in Interplay’s Chapters 3, 5, and 12 (Adler et al., 2018).

For example, students might analyze a scenario where a character experiences shame, and then connect that to theories about self-concept and identity management (Adler et al., 2018). By making these connections, students will better understand how internal emotional experiences influence external communication behaviors, especially in moments of conflict or cultural misunderstanding.

Conclusion

Recap: Integrating Atlas of the Heart into a communication course offers students a valuable opportunity to connect emotions with interpersonal communication theories from Interplay (Adler et al., 2018). This multimedia approach not only deepens their understanding of key concepts like vulnerability, shame, and belonging (Brown, 2021), but also allows them to apply these insights to their real-world communication experiences. Ultimately, this enhances their ability to navigate the complex emotional landscape of personal and professional relationships.

Call to Action: I encourage educators to adopt multimedia tools like Atlas of the Heart to bridge communication theory with the emotional realities students face in their daily lives. By doing so, we can help students become more emotionally intelligent and communicatively competent, preparing them for success in both interpersonal and professional contexts.

Additional Elements

Visuals: Consider including visuals or clips from Atlas of the Heart alongside textbook content from Interplay to engage students visually and reinforce key concepts. Using multimedia alongside academic material can help students make deeper connections between theoretical ideas and their emotional experiences.

Reflection Questions:

1. “How do emotions like shame or belonging impact the way we communicate?”
2. “How can understanding our own emotional triggers improve our interpersonal relationships?”
3. “What role does storytelling play in enhancing our comprehension of communication theories?”

Encouraging students to reflect on these questions will help them think critically about how emotions influence their communication and relationships.

References:

• Adler, R. B., Rosenfeld, L. B., & Proctor, R. F. (2018). Interplay: The process of interpersonal communication (14th ed.). Oxford University Press.
• Brown, B. (2021). Atlas of the heart: Mapping meaningful connection and the language of human experience. Random House.

In my COMM 1311: Introduction to Speech Communication course, students don’t just learn how to speak—they learn how to listen, think critically, and refine their ideas through meaningful feedback. Recently, I led a multi-phase lesson centered around developing and strengthening persuasive speech outlines. To guide the process, I used two customized tools: the Pre-Peer Review Discussion Guide and the Persuasive Speech Outline Peer Review Workshop form.

This blog post outlines how these resources helped students in COMM 1311 improve their speech structure, deepen their arguments, and build collaborative communication skills—all while aligning with key course outcomes and TEKS for Professional Communications.

🧭 Planning the Lesson: Scaffolding the Persuasive Process

The lesson unfolded in three main phases:

1. Outline Refinement

2. Peer Collaboration and Feedback

3. Revision and Reflection

Students began by revisiting their persuasive speech outlines—originally built using Monroe’s Motivated Sequence or a problem-solution format. Their goal: improve clarity, coherence, and evidence use. I asked students to focus on refining:

• Thesis statements

• Logical organization

• Counterarguments and refutations

• Quality and diversity of sources (aiming for five unique ones)

To support peer exchange, I provided a structured review process through two resources.

💬 Phase 1: Framing the Conversation with the Pre-Peer Review Discussion Guide

Before reviewing each other’s outlines, students used the Pre-Peer Review Discussion Guide to spark meaningful dialogue. This step helped students articulate their persuasive goals, identify areas where they wanted help, and reflect on the audience’s role in their speech.

Key questions included:

• “What’s your topic and what side are you taking?”

• “What part are you unsure about or still working on?”

• “Do you want more help with structure, clarity, evidence, or something else?”

This created a sense of ownership over the feedback process, especially for students who needed scaffolding to engage in critique confidently. It also laid the groundwork for a feedback-rich classroom culture.

✍️ Phase 2: Deepening the Draft with the Peer Review Workshop

Once discussion was underway, students transitioned to the Persuasive Speech Outline Peer Review Workshop form (a revised version of our original speech performance rubric). This version was redesigned to focus solely on evaluating written outlines—not delivery.

Reviewers focused on:

• Clarity and strength of the introduction and thesis

• Logical organization of main points

• Integration of credible sources

• Inclusion of counterarguments and refutations

• Effectiveness of transitions and conclusion

Students were asked to identify two strengths and two improvement areas, then return the form to their peer for discussion. These conversations promoted critical thinking, clarified intent, and gave students fresh perspectives on argument structure.

🔁 Phase 3: Reflection and Revision

After receiving feedback, each student identified three specific improvements they would make to their outline. These were documented directly in Google Classroom, reinforcing accountability and providing a clear revision roadmap.

Some sample improvements included:

• “Rewriting my second main point to avoid overlap with the first”

• “Adding a personal story to strengthen emotional appeal”

• “Replacing two weak sources with peer-reviewed articles”

By closing the loop between feedback and revision, this process helped students see revision not as correction—but as growth.

🎓 Learning Outcomes: Alignment and Impact

This lesson supported several COMM 1311 objectives:

• Understanding audience analysis and adaptation

• Applying reasoning and evidence to build persuasive arguments

• Practicing collaborative communication and active listening

It also aligned with TEKS 130.113, particularly:

• (7) Delivering structured messages

• (8) Adapting for different audiences

• (9) Evaluating messages for clarity and logic

🧠 Why This Model Worked

Students were:

✅ Engaged in meaningful dialogue

✅ Given scaffolded feedback tools

✅ Encouraged to revise intentionally

✅ Able to connect classroom theory to real-world persuasive practices

Rather than treating peer review as a checkbox activity, this approach positioned it as a critical thinking and communication skill in itself—exactly what COMM 1311 aims to cultivate.

📌 Tips for Educators

If you’re teaching introductory speech or communication courses:

• Use a structured guide before peer review to promote purposeful conversations.

• Simplify evaluation rubrics to focus on one skill at a time—in this case, argument development.

• Make reflection part of the assignment, not an afterthought.

These small shifts can lead to big gains in how students approach persuasive communication.

🔄 Looking Ahead

This experience reinforced my belief that feedback is a form of communication—and one of the most important skills we can teach in COMM 1311. As we move toward final speech presentations, I’ve already seen stronger organization, clearer arguments, and more confident students.

And that’s what this course is all about: helping students use communication to inform, influence, and inspire.