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