Reading Prompt 2 reply

The eight optimal conditions for classroom language learning Egbert describes can be fulfilled with blogging as a tool. With my limited blog knowledge, an example is the best way for me to illustrate such. With college level ELLs in the U.S., a blogging activity could be the recent Haiti earthquake. An authentic task, the teacher posts two questions: How does the tragedy in Haiti make you feel? What word(s) would you use to describe what happened there? After all have read the questions, the teacher elicits 3-4 students to answer on the class blog, perhaps due the next day of class. The next step is for the remaining students to individually read the posted answers and individually choose one to comment on, perhaps due the following day of class. Responses could be agreeing, disagreeing, and/or adding new thoughts. Group discussion and feedback from the teacher and fellow students occurs next. Having already had lessons on adjectives, the language learning goal here is to use words that describe emotions and describe the event itself. If expanding the activity is feasible, divide the students into teams and assign a category of needs (e.g., food, bedding, clothes, and personal hygiene) necessary for the survivors. The task would be to develop, and then post, a prioritized list of items necessary to support ongoing recovery efforts. Language learning aspects of collaboration, critical thinking, and perhaps negotiation of meaning are employed here.
In using the blog as a tool for an ESL activity, it allows the ELLs to use the target language (TL) in a community forum. In my example, using adjectives and developing the item lists promotes creative and critical thought. This activity represents a real-world event emulating the challenges of self-expression and problem-solving (with the expansion activity). Lastly, a certain degree of autonomy is employed as the answers to the two questions are not restrictive. This is a text activity on the blog. As I learn more about blogging activities will probably become more creative.
Creating my blog and learning about blogging was a positive experience for me. Not a “blogger” myself, it’s important personally and professionally that I open my mind to Web blogs as they can be a valuable tool in the classroom. They certainly enhance and improve communication, be it between teacher and student(s) and between students. It seems due to their “public power” students will be more apt to do their best. In the ESL arena, I hope to blog about World Englishes, listening skills which I feel are neglected in many ESL classes, and the discussion about native speaker versus non-native speaker teachers. Beyond ESL, I may blog about traveling, country-western music and lifestyle, old Hollywood movies and perhaps current events.

Reading Prompt 1 reply

Answering the first three questions, I have had zero experience with blogs prior to this class.

Applying Richardson’s suggestions for classroom uses of weblogs with ELL students, the language level and computer skills level would have to be the first two considerations. I liked the class blog idea as it promotes collaboration, which is an essential aspect for classroom ELLs. Sharing a blog motivates learners to read and write, thus contributing to the learning process as a team. In the same way, we are doing prompt replies in this course. Back to ELL students, vocabulary activities, grammar games, online readings for reading and responding, a literature circle, linking your class with another, reactions to questions, ideas, and opinions are ideas from Richardson that could be used effectively, again, given the language level and computer skills of the learners. These activities can build vocabulary knowledge, improve grammar usage, and increase their literacy skills through stimulation of critical thinking and in turn writing.

From Levy’s chapter on CALL software evaluation, I would want to see the teacher fit component addressed in an evaluation. It seems logical, that I as an ESL teacher would want to see the approach of the program and ensure I understand its application and benefit to my ELLs before using it in the classroom. I would want to assess the design of the program, its linguistic accuracy, the communicative context of phonological features, and the sociocultural content of the program. In sum, the relevance of the program in complementing/enhancing the course of instruction would be my priority in deciding on its usage in the classroom. In a recent high beginner level adult ESL class I used the CD accompanying the Side by Side textbook series. Listening exercises were the focus affording the students the opportunity to practice and assess their listening skills. We all found the CD exercises beneficial to the lessons at hand

First time on the blog!

Me and technology...what a pair! For academic purposes I see the value of blogging. However, not convinced for personal purposes.