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.
Showing posts with label CALL. Show all posts
Showing posts with label CALL. Show all posts
Friday, April 30, 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.
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