Today's Presentation Handout
Explore the handout on the left as we walk through today’s session. Skim key frameworks and follow the scripts.
Use the button to download PDF if you prefer offline or for review later.
Explore the handout below as we walk through today’s session. Skim key frameworks and follow the scripts.
Use the button to download PDF if you prefer offline or for review later.
Explore the handout below as we walk through today’s session. Skim key frameworks and follow the scripts.
Use the button to download PDF if you prefer offline or for review later.
Abstract and Summary of Today's Presentation
Title: Negotiation 101: A scripted active listening activity for beginning negotiators
Presenter: Barrie J. Roberts
Abstract
Cross-cultural negotiation is an essential communication skill for English learners - and instructors. This workshop shows ESOL instructors how to use a four-step script to combine English lessons with active listening, the key communication tool for conflict prevention and resolution. The presenter will lead and demonstrate a whole-class interactive introduction to the script and then guide participants as they practice the four steps in pairs or small groups. To conclude, participants may discuss how they could use this activity for their own purposes or practice teaching it. Materials will be provided and will also be available online.
Summary
This workshop introduces participants to active listening, the key communication tool for win-win principled negotiation (Fisher, 2011). Principled negotiators use active listening to learn about and empathize with each other’s needs and to seek solutions that satisfy those needs. Thus, active listening requires amicable, respectful communication even when we disagree (Fisher, 2011).
Active listening has five additional benefits for English learners. First, it is a valuable all-purpose communication tool, as it teaches us how to (a) ask others to describe their concerns, (b)summarize or paraphrase those concerns, (c) check to make sure we have understood them correctly, and then (d) clearly describe our own concerns to help others understand us. These are authentic intercultural “business discourse” skills that especially benefit Business English learners (Planken, 2009).
Second, active listening requires us to develop emotional literacy, as we must manage emotions while discussing our conflict. Third, active listening provides tools for addressing our counterparts’ various negotiation strategies and ethics, based on individual or cultural factors. Fourth, active listening provides endless opportunities for language learning and academic skills (e.g., problem solving, interviewing, group work, question formation, paraphrasing, clarifying, idioms, verb tenses, modals, tone, and body language). Fifth, active listening can be taught and practiced in-person, online with partners across the world, and even via text or with the help of AI.
Negotiators around the world learn active listening in a variety of ways. This workshop presents the scripted four-step “training wheels” approach that the presenter created and has taught for over 20 years. After learners master the four steps, they can remove the training wheels and provide active listening on their own.
Thanks to this approach, the workshop is grounded in Continuing Professional Development (CPD) theory and advice, starting with Guskey ‘s “Backward Planning” focus on learner outcomes (Guskey, 2016) as the desired outcome is that the participants’ students will be able to use the active listening script for their own purposes. The workshop is also based on the INSPIRE framework’s “In-Practice” factor (Richardson, 2018) as participants will learn by doing: they will experience the activity as students and then practice teaching it or reflect on how they could use the activity with their students. Although the workshop cannot provide the “sustained” (Richardson, 2018) support that is so important for CPD, the presenter will offer resources and suggestions for continued learning and collaboration.
Fisher, R., Ury, W., Patton, B., Getting to Yes: Negotiation Agreement Without Giving In (2011). Penguin Books.
Guskey, T.R. (February, 2016). Gauge impact with five levels of data. Learning Forward, 37(1). 32-37. https://tguskey.com/wp-content/uploads/Professional-Learning-1-Gauge-Impact-with-Five-Levels-of-Data.pdf
Planken, B., Nickerson, C., (2009). English for Specific Business Purposes: Intercultural Issues and the Use of Business English as a Lingua Franca. In D. Belcher (Ed.), English for Specific Purposes in Theory and Practice (pp. 107 – 126). University of Michigan Press.
Richardson, S. and Díaz Maggioli, G. (2018). Effective professional development: Principles and best practice. Part of the Cambridge Papers in ELT series. Cambridge University Press. https://www.cambridge.org/elt/blog/wp content/uploads/2018/04/Whitepaper_TD_72dpi-FINAL-ONLINE-VERSION.pdf (Maggioli)
Title: Negotiation 101: A scripted active listening activity for beginning negotiators
Presenter: Barrie J. Roberts
Abstract
Cross-cultural negotiation is an essential communication skill for English learners - and instructors. This workshop shows ESOL instructors how to use a four-step script to combine English lessons with active listening, the key communication tool for conflict prevention and resolution. The presenter will lead and demonstrate a whole-class interactive introduction to the script and then guide participants as they practice the four steps in pairs or small groups. To conclude, participants may discuss how they could use this activity for their own purposes or practice teaching it. Materials will be provided and will also be available online.
Summary
This workshop introduces participants to active listening, the key communication tool for win-win principled negotiation (Fisher, 2011). Principled negotiators use active listening to learn about and empathize with each other’s needs and to seek solutions that satisfy those needs. Thus, active listening requires amicable, respectful communication even when we disagree (Fisher, 2011).
Active listening has five additional benefits for English learners. First, it is a valuable all-purpose communication tool, as it teaches us how to (a) ask others to describe their concerns, (b)summarize or paraphrase those concerns, (c) check to make sure we have understood them correctly, and then (d) clearly describe our own concerns to help others understand us. These are authentic intercultural “business discourse” skills that especially benefit Business English learners (Planken, 2009).
Second, active listening requires us to develop emotional literacy, as we must manage emotions while discussing our conflict. Third, active listening provides tools for addressing our counterparts’ various negotiation strategies and ethics, based on individual or cultural factors. Fourth, active listening provides endless opportunities for language learning and academic skills (e.g., problem solving, interviewing, group work, question formation, paraphrasing, clarifying, idioms, verb tenses, modals, tone, and body language). Fifth, active listening can be taught and practiced in-person, online with partners across the world, and even via text or with the help of AI.
Negotiators around the world learn active listening in a variety of ways. This workshop presents the scripted four-step “training wheels” approach that the presenter created and has taught for over 20 years. After learners master the four steps, they can remove the training wheels and provide active listening on their own.
Thanks to this approach, the workshop is grounded in Continuing Professional Development (CPD) theory and advice, starting with Guskey ‘s “Backward Planning” focus on learner outcomes (Guskey, 2016) as the desired outcome is that the participants’ students will be able to use the active listening script for their own purposes. The workshop is also based on the INSPIRE framework’s “In-Practice” factor (Richardson, 2018) as participants will learn by doing: they will experience the activity as students and then practice teaching it or reflect on how they could use the activity with their students. Although the workshop cannot provide the “sustained” (Richardson, 2018) support that is so important for CPD, the presenter will offer resources and suggestions for continued learning and collaboration.
Fisher, R., Ury, W., Patton, B., Getting to Yes: Negotiation Agreement Without Giving In (2011). Penguin Books.
Guskey, T.R. (February, 2016). Gauge impact with five levels of data. Learning Forward, 37(1). 32-37. https://tguskey.com/wp-content/uploads/Professional-Learning-1-Gauge-Impact-with-Five-Levels-of-Data.pdf
Planken, B., Nickerson, C., (2009). English for Specific Business Purposes: Intercultural Issues and the Use of Business English as a Lingua Franca. In D. Belcher (Ed.), English for Specific Purposes in Theory and Practice (pp. 107 – 126). University of Michigan Press.
Richardson, S. and Díaz Maggioli, G. (2018). Effective professional development: Principles and best practice. Part of the Cambridge Papers in ELT series. Cambridge University Press. https://www.cambridge.org/elt/blog/wp content/uploads/2018/04/Whitepaper_TD_72dpi-FINAL-ONLINE-VERSION.pdf (Maggioli)
Title: Negotiation 101: A scripted active listening activity for beginning negotiators
Presenter: Barrie J. Roberts
Abstract
Cross-cultural negotiation is an essential communication skill for English learners - and instructors. This workshop shows ESOL instructors how to use a four-step script to combine English lessons with active listening, the key communication tool for conflict prevention and resolution. The presenter will lead and demonstrate a whole-class interactive introduction to the script and then guide participants as they practice the four steps in pairs or small groups. To conclude, participants may discuss how they could use this activity for their own purposes or practice teaching it. Materials will be provided and will also be available online.
Summary
This workshop introduces participants to active listening, the key communication tool for win-win principled negotiation (Fisher, 2011). Principled negotiators use active listening to learn about and empathize with each other’s needs and to seek solutions that satisfy those needs. Thus, active listening requires amicable, respectful communication even when we disagree (Fisher, 2011).
Active listening has five additional benefits for English learners. First, it is a valuable all-purpose communication tool, as it teaches us how to (a) ask others to describe their concerns, (b)summarize or paraphrase those concerns, (c) check to make sure we have understood them correctly, and then (d) clearly describe our own concerns to help others understand us. These are authentic intercultural “business discourse” skills that especially benefit Business English learners (Planken, 2009).
Second, active listening requires us to develop emotional literacy, as we must manage emotions while discussing our conflict. Third, active listening provides tools for addressing our counterparts’ various negotiation strategies and ethics, based on individual or cultural factors. Fourth, active listening provides endless opportunities for language learning and academic skills (e.g., problem solving, interviewing, group work, question formation, paraphrasing, clarifying, idioms, verb tenses, modals, tone, and body language). Fifth, active listening can be taught and practiced in-person, online with partners across the world, and even via text or with the help of AI.
Negotiators around the world learn active listening in a variety of ways. This workshop presents the scripted four-step “training wheels” approach that the presenter created and has taught for over 20 years. After learners master the four steps, they can remove the training wheels and provide active listening on their own.
Thanks to this approach, the workshop is grounded in Continuing Professional Development (CPD) theory and advice, starting with Guskey ‘s “Backward Planning” focus on learner outcomes (Guskey, 2016) as the desired outcome is that the participants’ students will be able to use the active listening script for their own purposes. The workshop is also based on the INSPIRE framework’s “In-Practice” factor (Richardson, 2018) as participants will learn by doing: they will experience the activity as students and then practice teaching it or reflect on how they could use the activity with their students. Although the workshop cannot provide the “sustained” (Richardson, 2018) support that is so important for CPD, the presenter will offer resources and suggestions for continued learning and collaboration.
Fisher, R., Ury, W., Patton, B., Getting to Yes: Negotiation Agreement Without Giving In (2011). Penguin Books.
Guskey, T.R. (February, 2016). Gauge impact with five levels of data. Learning Forward, 37(1). 32-37. https://tguskey.com/wp-content/uploads/Professional-Learning-1-Gauge-Impact-with-Five-Levels-of-Data.pdf
Planken, B., Nickerson, C., (2009). English for Specific Business Purposes: Intercultural Issues and the Use of Business English as a Lingua Franca. In D. Belcher (Ed.), English for Specific Purposes in Theory and Practice (pp. 107 – 126). University of Michigan Press.
Richardson, S. and Díaz Maggioli, G. (2018). Effective professional development: Principles and best practice. Part of the Cambridge Papers in ELT series. Cambridge University Press. https://www.cambridge.org/elt/blog/wp content/uploads/2018/04/Whitepaper_TD_72dpi-FINAL-ONLINE-VERSION.pdf (Maggioli)
Meet EDR’s founder, Barrie J. Roberts
Barrie has worked as a public interest attorney, ESL/ESP instructor and Alternative Dispute Resolution (ADR) Administrator for two Southern California courts. Over the past 20 years, she has created and taught a variety of English for Dispute Resolution courses, including mediation for international students at UC Berkeley and negotiation for international lawyers and LL.M. students at Chapman University Fowler School of Law. With Maria Ceballos-Wallis, she is a co-founder of InterpretADR, which provides online and in-person ADR trainings for court interpreters.
Barrie is the author of three books, The “Getting to Yes” © Guide for ESL Students and Professionals (University of Michigan Press, April 2024) and Conflict Resolution Training for the Classroom: What Every ESL Teacher Needs to Know (University of Michigan Press, 2020).
Her latest book is English for Dispute Resolution: Mastering Negotiation, Mediation, and Alternative Dispute Resolution (University of Michigan Press, 2025). This book introduces non-native speakers of English to Alternative Dispute Resolution (ADR) as generally taught and practiced in the United States.
Barrie received a BA (Political Science) from UC Berkeley; a JD from UC College of the Law, San Francisco (formerly Hastings College of the Law); an MA (TESOL) from California State University, Sacramento; and an LL.M. (Dispute Resolution) from the Straus Institute for Dispute Resolution, Pepperdine University Caruso School of Law.