By taking this course, I have experienced first-hand a number of tools that could be beneficial to incorporate into a language classroom to aid in language learning. I think these tools are effective for their ability to get students collaborating with one another to accomplish tasks. When students are working together, they are not focused so much on language, yet they are using language to negotiate meaning and accomplish tasks. These tools are also effective in exposing students to authentic, real world input. Students can connect with native speakers potentially from around the world. Finally, these tools help students become independent, motivated learners.
I think it has been useful for me to practice using some of these tools myself: Voicethread, blogs, wikispaces, delicious, twitter, podcasting, etc. Some of these tools were completely new to me, such as voicethread, wikispaces, and creating podcasts. I enjoyed exploring how to work with these tools. In the classroom, it would be important to train students how to use technology and for what purposes. This can cause a bit of a conflict- is the purpose of a language classroom to learn language, or to learn how to use technology? Do the students have access to and use for the technology in their everyday lives?
Although CALL tools provide many opportunities for students to learn various aspects of a language, it seems there is a long way to go before CALL tools become commonplace in the classroom. Over this semester, I observed 5 classrooms; only one class used technology-the UIC's Tutorium used a podcast of news clips for a listening activity. The other classrooms used only a whiteboard and dry erase markers to present material, and students did not use technology to produce and practice language. It is important for future teachers to be able to understand how and when to use CALL tools in the classroom. Teachers might also have to show creativity in incorporating CALL tools, as classrooms may not be equipped for and institutions might not have resources for CALL tools.
I'd like to share the usefulness of these tools with my students in the future. I think it is important to model how technology is used to communicate. Tools such as email and instant messaging could be incorporated into activities to help raise student noticing abilities regarding form, and also how language is used within and between cultures. Other tools, such as creating podcasts, can help students become confident speakers. There are endless possibilities on how CALL tools can help students acquire language, and I look forward to exploring these possibilities with my future students.
Friday, April 30, 2010
Saturday, April 24, 2010
Blog Post #13: Second Life
www.secondlife.com
Belz,J. & Vyatkina, n. (2005.Learner corpus analysis and the development of L2 pragmatic competence in networked intercultural language study: The case of German modal particles.
In the above article, Belz and Vyatkina conclude that computer mediated communication, when coupled with classroom examination of the communication that takes place through the computer program, can result in a heightened awareness in the students of L2 pragmatic and form features (p. 26).
It would appear, then, that Second Life would be a useful tool for students to use to develop skills in their L2. I believe there are both advantages and disadvantages to using this tool.
Second Life is a virtual reality program in which members create their own avatar and use the avatar to communicate with other users anywhere in the world. Communication takes place either through written chat or voice chat by microphone. Students could use both forms of communication to experience authentic communication in context. They are able to communicate with native speakers of their L2. These experiences could lead to a heightened awareness of how language is used in context, as well as the forms of the language. However, if used in a classroom context, use of Second Life would need to be closely monitored by the teacher. Communication sessions could be saved and used during class to study forms and pragmatics of the language used.
There are some disadvantages to using Second Life. First, it would require much time to set up students with an avatar and train them in how to use the program. It would be easy, I believe, for students to become easily distracted by all of the opportunities available on the program, and therefore the teacher would need to develop specific guidelines/instructions/tasks for the students to follow. Until students are very familiar with the program, they might get frustrated with figuring out how to navigate in Second Life.
Second Life might be a useful tool for students to explore on their own outside of the classroom, or for one-on-one sessions with an instructor. However, I believe that one-on-one instruction could just as easily take place through other means of technology, such as Tokbox or instant messaging.
Belz,J. & Vyatkina, n. (2005.Learner corpus analysis and the development of L2 pragmatic competence in networked intercultural language study: The case of German modal particles.
In the above article, Belz and Vyatkina conclude that computer mediated communication, when coupled with classroom examination of the communication that takes place through the computer program, can result in a heightened awareness in the students of L2 pragmatic and form features (p. 26).
It would appear, then, that Second Life would be a useful tool for students to use to develop skills in their L2. I believe there are both advantages and disadvantages to using this tool.
Second Life is a virtual reality program in which members create their own avatar and use the avatar to communicate with other users anywhere in the world. Communication takes place either through written chat or voice chat by microphone. Students could use both forms of communication to experience authentic communication in context. They are able to communicate with native speakers of their L2. These experiences could lead to a heightened awareness of how language is used in context, as well as the forms of the language. However, if used in a classroom context, use of Second Life would need to be closely monitored by the teacher. Communication sessions could be saved and used during class to study forms and pragmatics of the language used.
There are some disadvantages to using Second Life. First, it would require much time to set up students with an avatar and train them in how to use the program. It would be easy, I believe, for students to become easily distracted by all of the opportunities available on the program, and therefore the teacher would need to develop specific guidelines/instructions/tasks for the students to follow. Until students are very familiar with the program, they might get frustrated with figuring out how to navigate in Second Life.
Second Life might be a useful tool for students to explore on their own outside of the classroom, or for one-on-one sessions with an instructor. However, I believe that one-on-one instruction could just as easily take place through other means of technology, such as Tokbox or instant messaging.
Thursday, April 8, 2010
Blog Post #12: Telecollaboration
Ware and Kramsch, 2005. Toward an Intercultural Stance: Teaching German and English through Telecollaboration.
This week's article discussed online communication between language students from two different countries. It discussed a misunderstanding that occurred between two students. This misunderstanding highlights how important culture learning is when learning a language, and how much language is wrapped up in culture. The article argues that teacher involvement in helping students learn about culture through online communication is crucial.
I couldn't help but think that video chatting, instead of merely written chat, could have helped avoid the misunderstanding in the article. Paralinguistic competence is a very important part of communication,and helps in the negotiation of meaning. Video conferencing would allow students to practice these skills.
Meebo, the video conferencing tool we explored in class, would be a great way to practice these skills. Meebo is fairly easy to use, although it would be important for a teacher to model the technology and then provide opportunity for students to practice using it together. It might be interesting, and hopefully useful, to design an activity for students to communicate cross-culturally with another class by means of written chat, and then design an activity where these students communicate by video chat, and then have the class notice the differences between the two means of communication.
This week's article discussed online communication between language students from two different countries. It discussed a misunderstanding that occurred between two students. This misunderstanding highlights how important culture learning is when learning a language, and how much language is wrapped up in culture. The article argues that teacher involvement in helping students learn about culture through online communication is crucial.
I couldn't help but think that video chatting, instead of merely written chat, could have helped avoid the misunderstanding in the article. Paralinguistic competence is a very important part of communication,and helps in the negotiation of meaning. Video conferencing would allow students to practice these skills.
Meebo, the video conferencing tool we explored in class, would be a great way to practice these skills. Meebo is fairly easy to use, although it would be important for a teacher to model the technology and then provide opportunity for students to practice using it together. It might be interesting, and hopefully useful, to design an activity for students to communicate cross-culturally with another class by means of written chat, and then design an activity where these students communicate by video chat, and then have the class notice the differences between the two means of communication.
Thursday, April 1, 2010
Blog Post #11: E-Journaling
http://www.carla.umn.edu/speechacts/Japanese%20Speech%20Act%20Report%20Rev.%20June05.pdf
I believe e-journaling could be an effective way for students to reflect on what they are learning. In this case, blogs could be an effective tool to use to journal. Students have ready access to all previous entries, and so both they and the instructor can monitor their progress. At the end of a course, students can see how far they have come. They might also be encouraged to continue blogging outside of the classroom. While blogging, students are creating authentic output.
Students could be asked to e-journal at the end of a lesson or unit in order to keep track of what they have learned, what they have enjoyed learning, how they learn best, what they are struggling with, etc. Used in this way, I think e-journaling could be a good way to hold students responsible for their own learning.
I believe e-journaling could be an effective way for students to reflect on what they are learning. In this case, blogs could be an effective tool to use to journal. Students have ready access to all previous entries, and so both they and the instructor can monitor their progress. At the end of a course, students can see how far they have come. They might also be encouraged to continue blogging outside of the classroom. While blogging, students are creating authentic output.
Students could be asked to e-journal at the end of a lesson or unit in order to keep track of what they have learned, what they have enjoyed learning, how they learn best, what they are struggling with, etc. Used in this way, I think e-journaling could be a good way to hold students responsible for their own learning.
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