Online Vocabulary Tool:
http://vocabahead.com/Home/tabid/37/Default.aspx
I consider this site an excellent resource for ELL vocabulary for a few reasons.
First, vocabulary is presented visually- online flashcards, if you will. There is a picture depicting the definition of the word, with the word presented underneath the picture. However, in addition to visually experiencing the word, the flashcards are actually videos with sound- one may click on the flashcard to hear the pronunciation of the word, a definition of the word, and a short narration using the word in context (relating to the picture). All of this is done in the target language. Therefore, the student is learning the word visually and by sound, which encourages long-term acquisition of the word. As emphasized in the readings and in class, learning a word in context allows learners to understand various facets of the word, and also promotes long-term acquisition.
Second, the site allows for individualized lists generated by a class, teacher, or student(s). Students and teachers can create their personal vocabulary lists to study by choosing vocabulary words from the thousands of words available. This makes the vocaulary lists relevant to the students, as well as chunking this wealth of information into feasible lists. When students create their own lists, learning is more student-focused, authentic, and relevant to the students. Students can share their personalized lists with other users of the site.
Finally, students and teachers can create their own video flashcards, and upload them to the website to share among themselves and the greater population that makes use of this website. This is a great collaberative activity for students, which again places learning in the hands of the students, and encourages long term acquisition. Students will master vocab as they strive to create a quality product that is useful to other learners.
If the students are going to create their own vocab lists or create videos, they must register and log-in. This is a free service, though. It allows students to access a great vocabulary tool whenever and wherever they have access to the Internet.
Tuesday, January 26, 2010
Wednesday, January 20, 2010
Post #2: Online written input
http://www.eslpartyland.com/teachers/skills/schuntne.htm
The above link outlines excellent reading activities for ESL learners. The four activities are part of an online news scavenger hunt.
I envision using the link as a lesson plan in and of itself for intermediate to advanced students. The four activities are addressed to the students themselves. In other words, the teacher would direct the students to this site, and they would read the directions to proceed with the lesson. Each activity involves the student going to an online news website, reading headlines and articles, and discussing the articles with fellow students. I don't think all four activities could be completed in an average class period. Therefore, I would allow students to choose one activity to focus on during the class period.
I am excited about these activities for a few reasons. First, they use authentic input. Students are reading articles from USAToday, CNN, and other newspapers of their choice. The articles are not written especially for students. They are actual newspaper articles. Second, reading skills are used in a couple of different ways: The students must read the instructions in order to complete each activity. The students read short headlines, looking for main ideas. They also read entire articles, therefore getting more in-depth reading practice. Third, the students incorporate speaking and writing skills as they discuss the main points of the articles with their classmates- they are reading with a purpose. Fourth, the lesson involves learner choice. The students are encouraged to pick an activity of their choice to complete. Within each activity, there is also choice, as the students get to choose which articles they read and discuss. Finally, the lesson promotes learner independence. The learners get to work at their own pace during the class. The self-directed activities also frees the teacher to move around the classroom, giving more individualized attention to each student.
As a final note, I might save Part 4 of the activity as homework. Here, the students would compose an email to their teacher summarizing the readings they did during class. Another option would be to have students locate an online article outside of class, and write about that.
The above link outlines excellent reading activities for ESL learners. The four activities are part of an online news scavenger hunt.
I envision using the link as a lesson plan in and of itself for intermediate to advanced students. The four activities are addressed to the students themselves. In other words, the teacher would direct the students to this site, and they would read the directions to proceed with the lesson. Each activity involves the student going to an online news website, reading headlines and articles, and discussing the articles with fellow students. I don't think all four activities could be completed in an average class period. Therefore, I would allow students to choose one activity to focus on during the class period.
I am excited about these activities for a few reasons. First, they use authentic input. Students are reading articles from USAToday, CNN, and other newspapers of their choice. The articles are not written especially for students. They are actual newspaper articles. Second, reading skills are used in a couple of different ways: The students must read the instructions in order to complete each activity. The students read short headlines, looking for main ideas. They also read entire articles, therefore getting more in-depth reading practice. Third, the students incorporate speaking and writing skills as they discuss the main points of the articles with their classmates- they are reading with a purpose. Fourth, the lesson involves learner choice. The students are encouraged to pick an activity of their choice to complete. Within each activity, there is also choice, as the students get to choose which articles they read and discuss. Finally, the lesson promotes learner independence. The learners get to work at their own pace during the class. The self-directed activities also frees the teacher to move around the classroom, giving more individualized attention to each student.
As a final note, I might save Part 4 of the activity as homework. Here, the students would compose an email to their teacher summarizing the readings they did during class. Another option would be to have students locate an online article outside of class, and write about that.
Wednesday, January 13, 2010
Blog Post #1: Previous CALL Experience
The experience I have with CALL is as a language learner. The classes I have been a part of used interactice CD-Roms, email, and online chats to assist in language learning.
Based on my own learning, I agree with what I read in the Intro to our TTC textbook. It seems that CALL is an effective way to allow learners to become more independent in their learning. CALL allows learners to interact with authentic input, and within the classroom, it gives each student more opportunities to practice using the language in many different ways.
I am looking forward to learning how to use CALL to help learners develop their skills. Also, I'm intereseted in guiding learners to be able to use the computer to continue their learning outside of the classroom.
The Intro did not really touch on any possible disadvantages of CALL, besides stating that a balance needs to be reached between CALL activities and other forms of teaching. I'm wondering if one possible drawback is that it weakens a learner's ability to communicate "face-to-face?" Has anyone had this experience as a learner or seen it as a teacher?
Based on my own learning, I agree with what I read in the Intro to our TTC textbook. It seems that CALL is an effective way to allow learners to become more independent in their learning. CALL allows learners to interact with authentic input, and within the classroom, it gives each student more opportunities to practice using the language in many different ways.
I am looking forward to learning how to use CALL to help learners develop their skills. Also, I'm intereseted in guiding learners to be able to use the computer to continue their learning outside of the classroom.
The Intro did not really touch on any possible disadvantages of CALL, besides stating that a balance needs to be reached between CALL activities and other forms of teaching. I'm wondering if one possible drawback is that it weakens a learner's ability to communicate "face-to-face?" Has anyone had this experience as a learner or seen it as a teacher?
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