Spanish as a Third Language

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Interaction, comprehension and production process

The interaction, comprehension and production process provides students with a framework to help them approach a task in a structured manner and to learn to use the language, both spoken and written, in an increasingly effective way. First modelled by the teacher, this process will gradually be assimilated by the student, with the teacher’s support.

Students learn to select and organize information as well as to mobilize the resources required to carry out a task. While carrying out the task, they regularly review their actions to ensure that these actions are relevant, to assess their process and to evaluate the result produced in comparison with the criteria established at the outset.

The following table presents the knowledge related to the steps in the interaction, comprehension and production process—planning, carrying out the task and reflection.


Student constructs knowledge with teacher guidance.

Student applies knowledge by the end of the school year.


Student reinvests knowledge.


Cycle Two

  1. Planning
3 4 5
  1. Ensures that he/she understands the purpose of the task and the instructions
  1. Becomes familiar with the task’s evaluation criteria (e.g. sufficient information)
  1. Activates his/her prior knowledge (e.g. everything that he/she knows about the topic of conversation)
  1. Decodes or describes the purpose and other elements of the communication situation
  1. Sets out the actions required to complete the task
    1. collects, selects and organizes the required information
    1. organizes the task alone or with his/her peers and, in the latter case, identifies the role of each person
    1. prepares a schedule, if the task requires it
    1. plans for relevant resources (e.g. brings items to class for an oral interaction)
    1. selects a communication medium appropriate to the task (e.g. prepares a slide show for an oral production)
  1. Foresees the final product
  1. Carrying out the task
3 4 5
  1. Constructs or reconstructs the meaning of the text
    1. identifies the essential elements of the content of the text
    1. identifies the way the text is organized as part of understanding or producing a text
  1. Communicates his/her ideas during an interaction or in a production
    1. puts his/her ideas into textual form
    1. negotiates the meaning with the other speaker
  1. Applies ideas and knowledge of linguistic elements (e.g. rules of agreement) and cultural elements (e.g. greeting ritual)
  1. Uses learned strategies in accordance with the task
  1. Consults the appropriate human and material resources to carry out the task or overcome difficulties
  1. Carries out the task in accordance with the instructions given
  1. Reviews the initial planning sequence and makes changes as required (e.g. rewrites certain passages)
  1. Reviews the appropriateness of the selected communication media
  1. Presents the text or hands it in, in the case of a production
  1. Pays attention to the audience reaction to his/her texts and adjusts accordingly
  1. Reflection
3 4 5
  1. Participates in a group feedback session about the completed task
  1. Evaluates his/her process, attitudes, finished product or the learning acquired
    1. identifies the elements that helped or hindered his/her success
    1. evaluates the effectiveness of the means implemented to overcome any obstacles encountered
    1. evaluates the quality of his/her contribution to the work of the team and provides constructive feedback to his/her peers
    1. evaluates the appropriateness of the resources used
  1. Finds ways to improve the effectiveness of his/her process
  1. Compares his/her accomplishments with prior ones
  1. Uses his/her errors to identify the knowledge he/she is lacking and finds solutions
  1. Sets new goals for himself/herself

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