Contemporary ESL Practices: An overview of current classroom practices and the integration of technology in the field of second language acquisition.
"Do not confine your children to your own learning, for they were born in another time" Chinese proverb
The purpose of this section is to review modern day best practice theory in the teaching of ELLs and to examine the current use of technology within the academic realm of second language acquisition. Education is enhanced through observation and critical review of scholarly research. Teachers that seek opportunities for professional development through the examination of existing literature give themselves the tools to grow and have success in the classroom. Today's teachers need to be current with today's best classroom techniques and practices. In an era abundant with technology teachers should embrace it, alter it, and redefine 21st century education.
21st Century ESL practices
Principled Teaching
The concept of principled teaching in education is one that revolves around the idea of principled orientation. Principled orientation is the practice of using research based practices that have been proven to teach students of a second lanaguage effectively.(Freeman & Freeman, 2011). In this area we will be examing 21st century practices that have been researched and proven effective. However, it is important to note some technological practices have not been as examined rigorously because of their novelty.
Using web blogs as a tool to encourage pre-class reading, post-class reflections and collaboration in higher education
The benefits of using web blogs to improve ELL academic experiences conducted by Hind Al-Fadda and Maha Al-Yahya in July 2010 examined the blogging experiences of 5 ESL graduate students and 90 software engineering students. The researchers found that these higher education students' experiences with blogging were postive and resulted in numerous educational opportunities that would not have been otherwise possible within a regular classroom setting. According to the report some of the key benefits included the following:
Technology that was easily accesible
Opportunities to collaborate with classmates and instructor
Self-Assessing writing opportunities
Working Portfolio that teachers could evaluate over time
More opportunities for pre and post learning
Students were heavily engaged throughout the learning process
After conducting their survey designs the researchers concluded that blogging can be an effective way to enhance classroom collaboration, writing, and post and pre-class reflections. The researchers also mentioned that the following variables must be considered when using blogging as a tool of learning:
Instructor presence must be high
Timing of activities must be appropriate
Classroom readings must be comprehensible by most students
The size of the classroom may alter the effectiveness of blogging tools
Uses of Technology in the Instruction of Adult English Language Learners
Moore (2009) observes the effectiveness of integrating technology into existing adult ELL programs so that educators may offer more flexible, extended, and dynamic opportunities for learning a second language. Use of technology in addition to basic classroom activities further develops English proficiency among ELLs. Technological approaches to teaching a second language indicated by Moore (2009) include; onsite uses, blended uses, and online learning. Onsite classroom use involves the instructor using class time to incorporate technology based internet activities. For example, computer-assisted language learning or CALL is used by many teachers to teach vocabulary and language structures. Blended use of technology involves the instructor using technology as a supplement to regular classroom instruction. While computer assisted technology is an extremely popular form of differentiated instruction its effectiveness has yet to be proven (Chambers, Madden, & Slavin 2008) Project based Web learning can be one way teachers supplement online activity with classroom instruction. In project-based assignments students work exclusively on the internet to collaborate with other students and post their writings, ideas, projects, and other work on a blog or website. Finally, an online learning approach which is almost taught exclusively online with little or no teacher student face-to-face interaction. All communication is done online, this is often referred to as distant learning. According to Harrington, (2010) distance learning and other online hybrid ESL classes are expected to increase in popularity as educators embrace their benefits. One example of a distance education course offered online that contains interactive English learning videos, self-directed lessons, and life skills learning is the English for All online program. The program is free and can be used with beginning English learners to high-intermediate levels of English proficiency.
Considerations for adapting technology into the classroom
Instructors should align the use of technology with curriculum goals
Instructors should use both online and face-to-face interactions together
Instructors must be aware of the technological needs of the students
Instructors should use technology as a tool for instruction and not merely as a substitute
Resources for incorporating technology in the classroom
Webquests
Online picture dictionaries
Rosetta Stone online language program
Web-based projects
Computerized distance education
Picture dictionaries
Picture dictionaries provide visual aids for English language learners and help them to develop a stronger core vocabulary. Students have access to over 2,400 words in oral and written form. Pictures are seperated thematically ranging from scenes at the grocery store to inside a home.
Sample Picture Dictionary
The internet also offers a variety of online picture dictionary template engine creators. Other websites offer different options when creating dictionary worksheets for the class. The website www.toolsforeducators.com offers free templates that teachers can create and alter according to the needs of classroom goals and objects. The link below is a template I created for a beginning ESL class studying classroom objects.
Online picture dictionaries can be supplemented with picture dictionary games. The website www.toolsforeducators can also be used to create bingo games that can strengthen vocabulary comprehension.
Web-based projects provide ESL students with the opportunity to use the internet as a tool for improve written and spoken English. Web-based projects let students collaborate with others to create academic projects outside of the class. A website I have found to be particularly use is www.susangaer.com/studentprojects. On the website I found many projects teachers have worked on with students and then posted for the benefit of other teachers. One example I found particularly interesting was a home remedy project that allowed students to not only help others in need but also to improve their writing abilities.
There are many approaches to teaching new vocabulary to students learning English. According to Mcbain (2011) and Peregoy (2008) students can benefit from vocabulary development strategies that tap into their prior knowledge. This prior knowledge may come from their first language or any other past experiences with English. Mcbain (2011) discusses the various methods of vocabulary instruction. In the past teachers have taught vocabulary thematically, audio lingualistically, lexically, and through grammar translation practice. The specific method used to introduce vocabulary is not of particular concern to Mcbain but rather that teachers use appropriate scaffolding practices. Teachers must serve as facilators in guiding students through the process of vocabulary comprenhension. Mcbain mentions that as students learn new vocabulary they pass through a series of stages. Recognition is the first stage of acquiring new vocabulary followed by the comprehension stage. Finally, students are able to understand vocabulary well enough that they can make practical application with the learned vocabulary.
Using the internet(picture dictionaries, computer assissted programs, etc.)
Basic Training and Resource Connections for Novice ESL Teachers
The incorporation of technology into daily lesson plans can be of the highest value to ELLs. Many teachers are starting to incorporate different forms of instruction to touch the lives of their students, however, according to Henrichsen (2010) many new ESL teachers lack the preparation and skils to effectively teach ELLs. Many of these teachers use outdated practices that they have acquired through their personal experience within the classroom. If teachers are to incorporate 21st century practices within their classrooms they need to have the proper training and they also need to have the proper attitude toward learning and technology. Many of the teachers that I obeserved throughout my course experience this semester failed to incorporate many technological miracles simply because they do not know where to find them. I would like to make two suggestions: first, that school districts further fund education for current tutors and ESL teachers, specifically in the area of incorporating new technology within their respective classes and second, that teachers continue to make an effort to collaborate with other teachers within their district in order to get fresh ideas on teaching ELLs. By doing these two things educators can rest assured that they are providing a viable curriculum for their students.
What does the data say about classroom instruction with technolody?
In a study of students taking an online reading course by the University of Victoria, findings reported that students that were exposed to a series of interactive online approaches were more successful in their reading comprehension at the end of the year than in previous years without the program. (Schuetze, 2010) The positive results of the program were attributed to the differentiated instruction and the immediate feedback students received using online technologies. By the end of the year students were able to rely less on their dictionaries for comprehension of a text than in years past.
Finding Time?
A major issue that confronts educators and the use of instructional technology is the available instruction time given during a school day. Teachers generally have between forty-five minutes and an hour to present new grammar, pronunciations, syntax, and other sentence structures to ELLs. In order to find the time to integrate technology into the classroom some teachers are sacrificing their afternoons. Programs that have extended their learning opportunities have seen impressive academic gains.(Afterschool Alert, 2011). In the past teachers have used afterschool ESL programs to increase oral langauge practice, provide low-pressure learning environments, build confidence, and provide additional suport. I also suggest using this time to give students the opportunity to use computer labs that may otherwise be occupied throughout the day by other classes. Ideally students could use the time working on class blogs, practicing oral comprehension, playing online interactive learning games, and watching videos that teach grammar. Many teachers find it already difficult to make time for students before and after school, however, the benefits of such a program outweigh the negatives and should seriously be considered by instructors of ELLs.
References
Al-Fadda, H., & Al-Yahya, M. (2010, July). Using web blogs as a tool to encourage pre-class reading, post-class reflections and collaboration in higher education. US-China Education Review, 7(7), 100-106. Retrieved April 6, 2012, from www.eric.ed.gov
Chambers, B., Slavin, R. E., & Madden, N. A. (2008). The Effects of a Small-Group Computer-assisted Tutoring Program on Reading Outcomes for First Graders [Electronic version]. , 1-5.
English Language Learners: Becoming Fluent in Afterschool [Electronic version]. (2011, June). Afterschool Alert.
Freeman, D. E., & Freeman, Y. S. (2011). Between Worlds: Access to Second Language Acquisition (third ed.). Portsmouth, NH: Heinemann.
Harrington, A. M. (2010, December). Problematizing the Hybrid Classroom for ESL/EFL Students [Electronic version]. The Electronic Journal for English as a Second Language, 1-13.
Henrichsen, L. (2010, November 2). Basic Training and Resource Connections for Novice ESL Teachers [Electronic version]. Journal of Adult Education, 39, 11-23.
McBain, R. (2011, September). Teaching Vocabulary to ESL Students [Electronic version]. .
Moore, S. K. (2009, February). Uses of Technology in the Instruction of Adult English Language Learners [Electronic version]. CAELA NETWORK Brief, 1-4.
Peregoy, S. F., & Boyle, O. F. (2008). Reading, Writing, and Learing in ESL (Fifth ed., p. 205). Boston, MA: Pearson Education, Inc.
Reiss, J. (2012). Content Strategies for English Language Learners: Teaching for Academic Sucess in Secondary School (Second ed., pp. 101-118). Boston, MA: Pearson.
Schuetze, U. (2010). SPIRAL LEARNING: AN INTRODUCTORY COURSE ON READING LOTE ONLINE [Electronic version]. Journal of Learning Design, 4(1), 24-31.
"Do not confine your children to your own learning, for they were born in another time"
Chinese proverb
The purpose of this section is to review modern day best practice theory in the teaching of ELLs and to examine the current use of technology within the academic realm of second language acquisition. Education is enhanced through observation and critical review of scholarly research. Teachers that seek opportunities for professional development through the examination of existing literature give themselves the tools to grow and have success in the classroom. Today's teachers need to be current with today's best classroom techniques and practices. In an era abundant with technology teachers should embrace it, alter it, and redefine 21st century education.
21st Century ESL practicesPrincipled Teaching
The concept of principled teaching in education is one that revolves around the idea of principled orientation. Principled orientation is thepractice of using research based practices that have been proven to teach students of a second lanaguage effectively.(Freeman & Freeman, 2011). In this area we will be examing 21st century practices that have been researched and proven effective. However, it is important to note some technological practices have not been as examined rigorously because of their novelty.
Using web blogs as a tool to encourage pre-class reading, post-class reflections and collaboration in higher education
The benefits of using web blogs to improve ELL academic experiences conducted by Hind Al-Fadda and Maha Al-Yahya in July 2010 examined the blogging experiences of 5 ESL graduate students and 90 software engineering students. The researchers found that these higher education students' experiences with blogging were postive and resulted in numerous educational opportunities that would not have been otherwise possible within a regular classroom setting. According to the report some of the key benefits included the following:After conducting their survey designs the researchers concluded that blogging can be an effective way to enhance classroom collaboration, writing, and post and pre-class reflections. The researchers also mentioned that the following variables must be considered when using blogging as a tool of learning:
Moore (2009) observes the effectiveness of integrating technology into existing adult ELL programs so that educators may offer
more flexible, extended, and dynamic opportunities for learning a second language. Use of technology in addition to basic classroom activities further develops English proficiency among ELLs. Technological approaches to teaching a second language indicated by Moore (2009) include; onsite uses, blended uses, and online learning. Onsite classroom use involves the instructor using class time to incorporate technology based internet activities. For example, computer-assisted language learning or CALL is used by many teachers to teach vocabulary and language structures. Blended use of technology involves the instructor using technology as a supplement to regular classroom instruction. While computer assisted technology is an extremely popular form of differentiated instruction its effectiveness has yet to be proven (Chambers, Madden, & Slavin 2008) Project based Web learning can be one way teachers supplement online activity with classroom instruction. In project-based assignments students work exclusively on the internet to collaborate with other students and post their writings, ideas, projects, and other work on a blog or website. Finally, an online learning approach which is almost taught exclusively online with little or no teacher student face-to-face interaction. All communication is done online, this is often referred to as distant learning. According to Harrington, (2010) distance learning and other online hybrid ESL classes are expected to increase in popularity as educators embrace their benefits. One example of a distance education course offered online that contains interactive English learning videos, self-directed lessons, and life skills learning is the English for All online program. The program is free and can be used with beginning English learners to high-intermediate levels of English proficiency.
Considerations for adapting technology into the classroom
Resources for incorporating technology in the classroom
Picture dictionaries
Picture dictionaries provide visual aids for English language learners and help them to develop a stronger core vocabulary. Students have access to over 2,400 words in oral and written form. Pictures are seperated thematically ranging from scenes at the grocery store to inside a home.Sample Picture Dictionary
The internet also offers a variety of online picture dictionary template engine creators. Other websites offer different options when creating dictionary worksheets for the class. The website www.toolsforeducators.com offers free templates that teachers can create and alter according to the needs of classroom goals and objects. The link below is a template I created for a beginning ESL class studying classroom objects.
Online picture dictionaries can be supplemented with picture dictionary games. The website www.toolsforeducators can also be used to create bingo games that can strengthen vocabulary comprehension.
Web-Based Projects
Web-based projects provide ESL students with the opportunity to use the internet as a tool for improve written and spoken English. Web-based projects let students collaborate with others to create academic projects outside of the class. A website I have found to be particularly use iswww.susangaer.com/studentprojects. On the website I found many projects teachers have worked on with students and then posted for the benefit of other teachers. One example I found particularly interesting was a home remedy project that allowed students to not only help others in need but also to improve their writing abilities.
Home remedy student projects
http://susangaer.com/studentprojects/rem.htmStudent Movie and Song Projects- The following examples could be used for a writing assignment on Movies on a class blog.
Teaching Vocabulary to ESL Students
There are many approaches to teaching new vocabulary to students learning English. According to Mcbain (2011) and Peregoy (2008) students can benefit from vocabulary development strategies that tap into their prior knowledge. This prior knowledge may come from their first language or any other past experiences with English. Mcbain (2011) discusses the various methods of vocabulary instruction. In the past teachers have taught vocabulary thematically, audio lingualistically, lexically, and through grammar translation practice. The specific method used to introduce vocabulary is not of particular concern to Mcbain but rather that teachers use appropriate scaffolding practices. Teachers must serve as facilators in guiding students through the process of vocabulary comprenhension. Mcbain mentions that as students learn new vocabulary they pass through a series of stages. Recognition is the first stage of acquiring new vocabulary followed by the comprehension stage. Finally, students are able to understand vocabulary well enough that they can make practical application with the learned vocabulary.Textbook Vocabulary Stratgies from Reiss 2012
Basic Training and Resource Connections for Novice ESL Teachers
The incorporation of technology into daily lesson plans can be of the highest value to ELLs. Many teachers are starting to incorporate different formsof instruction to touch the lives of their students, however, according to Henrichsen (2010) many new ESL teachers lack the preparation and skils to effectively teach
ELLs. Many of these teachers use outdated practices that they have acquired through their personal experience within the classroom. If teachers are to incorporate 21st century practices within their classrooms they need to have the proper training and they also need to have the proper attitude toward learning and technology. Many of the teachers that I obeserved throughout my course experience this semester failed to incorporate many technological miracles simply because they do not know where to find them. I would like to make two suggestions: first, that school districts further fund education for current tutors and ESL teachers, specifically in the area of incorporating new technology within their respective classes and second, that teachers continue to make an effort to collaborate with other teachers within their district in order to get fresh ideas on teaching ELLs. By doing these two things educators can rest assured that they are providing a viable curriculum for their students.
What does the data say about classroom instruction with technolody?
In a study of students taking an online reading course by the University of Victoria, findings reported that students that were exposed to a series of interactive online approaches were more successful in their reading comprehension at the end of the year than in previous years without the program. (Schuetze, 2010) The positive results of the program were attributed to the differentiated instruction and the immediate feedback students received using online technologies. By the end of the year students were able to rely less on their dictionaries for comprehension of a text than in years past.Finding Time?
A major issue that confronts educators and the use of instructional technology is the available instruction time given during a school day. Teachers generally have between forty-five minutes and an hour to present new grammar, pronunciations, syntax, and other sentence structures to ELLs. In order to find the time to integrate technology into the classroom some teachers are sacrificing their afternoons. Programs that have extended their learning opportunities have seen impressive academic gains.(Afterschool Alert, 2011). In the past teachers have used afterschool ESL programs to increase oral langauge practice, provide low-pressure learning environments, build confidence, and provide additional suport. I also suggest using this time to give students the opportunity to use computer labs that may otherwise be occupied throughout the day by other classes. Ideally students could use the time working on class blogs, practicing oral comprehension, playing online interactive learning games, and watching videos that teach grammar. Many teachers find it already difficult to make time for students before and after school, however, the benefits of such a program outweigh the negatives and should seriously be considered by instructors of ELLs.References
Al-Fadda, H., & Al-Yahya, M. (2010, July). Using web blogs as a tool to encourage pre-class reading, post-class reflections and collaboration in higher education. US-China Education Review, 7(7), 100-106. Retrieved April 6, 2012, from www.eric.ed.gov
Chambers, B., Slavin, R. E., & Madden, N. A. (2008). The Effects of a Small-Group Computer-assisted Tutoring Program on Reading Outcomes for First Graders [Electronic version]. , 1-5.
English Language Learners: Becoming Fluent in Afterschool [Electronic version]. (2011, June). Afterschool Alert.
Freeman, D. E., & Freeman, Y. S. (2011). Between Worlds: Access to Second Language Acquisition (third ed.). Portsmouth, NH: Heinemann.
Harrington, A. M. (2010, December). Problematizing the Hybrid Classroom for ESL/EFL Students [Electronic version]. The Electronic Journal for English as a Second Language, 1-13.
Henrichsen, L. (2010, November 2). Basic Training and Resource Connections for Novice ESL Teachers [Electronic version]. Journal of Adult Education, 39, 11-23.
McBain, R. (2011, September). Teaching Vocabulary to ESL Students [Electronic version]. .
Moore, S. K. (2009, February). Uses of Technology in the Instruction of Adult English Language Learners [Electronic version]. CAELA NETWORK Brief, 1-4.
Peregoy, S. F., & Boyle, O. F. (2008). Reading, Writing, and Learing in ESL (Fifth ed., p. 205). Boston, MA: Pearson Education, Inc.
Reiss, J. (2012). Content Strategies for English Language Learners: Teaching for Academic Sucess in Secondary School (Second ed., pp. 101-118). Boston, MA: Pearson.
Schuetze, U. (2010). SPIRAL LEARNING: AN INTRODUCTORY COURSE ON READING LOTE ONLINE [Electronic version]. Journal of Learning Design, 4(1), 24-31.