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A Technology-Based Literacy Approach for Our Youngest English Language Learners

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    A Technology-Based Literacy Approach for Our Youngest English Language Learners A Technology-Based Literacy Approach for Our Youngest English Language Learners Presentation Transcript

    • A Technology-Based Literacy Approach for Our Youngest English Language Learners Erin L. White, M.S. Purdue University North Central Anastasia M. Trekles, Ph.D Purdue University CalumetSlides available: http://slideshare.net/andella S
    • OverviewS The English Language Learner preschool-age population is growing steadily in the USS Today‟s children are primarily digital natives, regardless of their culture, and are highly motivated by the opportunity to use technologyS We take the approach that a well-planned technology- enhanced curriculum is an appropriate and effective means to improve young English Language Learners‟ (ELL) literacy skills and vocabularyS You will learn about the various apps, tools, and techniques available to take full advantage of technology with young ELLs
    • Terms to KnowS English Language Learner (ELL): A learner who is acquiring the English Language (may include ESL, ENL, LEP students)S Computer-Assisted Language Learning (CALL): The search for and study of various applications and uses of computers within the field of language teaching and learningS Computer-Assisted Pronunciation Training (CAPT): Specific technology that utilizes Automatic Speech Recognition (ASR) software to record and evaluate the accuracy of an individual‟s pronunciation and provide feedback and modified instructional scaffolding.S ELL Design Quadrant: A broad reference model that aims to help educators/designers align and enhance their technology integration with sound pedagogy (various learning and language acquisition theories)
    • A 3-Part Model
    • Needs AssessmentS Identify Needs- S A systematic process that aims to obtain an accurate, thorough picture of any systems strengths and weaknesses, in order to improve it and meet existing and future challenges. S Can be formal or informal, but should assess where the child is currently at – there are few “one size fits all” approaches S Consider the instructional design process and how it fits into organization of instruction that is inclusiveS Establish Goals- S Based upon needs analysis, identify specific goalsS Seek Resources/Support- S Speak with experts within the school – literacy coaches, ELL/ESL teachers, assistants, paraprofessionals, and IT personnel S Take inventory of available human and technology resources
    • Design/Redesign Instruction1. Identify Literacy Standards to Address2. Select Appropriate Instructional Strategies (cloze technique, chunking, choral reading, think-pair-share, KWL, etc.)3. Refer to the ELL Design Quadrant (next slide)  What can be done to enhance an existing lesson/unit?4. Determine Technology & Purpose  What is available to you and will it reasonably ‘fit’ the intended purpose?
    • ELL Design Quadrant
    • Leveraging TechnologyS Technology can deliver, enhance, and remediate instructionS Technology should be chosen selectively and carefully for maximum resultsS Time and time again, technology has shown to promote social interaction and motivation when used with young childrenS Video games, apps, simulations, and various programs are available to immerse and excite young learners, but should be used in moderation with other techniques and results-drivenS Example in Maine – iPad project increased literacy from 62% to 90% by 2013 with kindergarten students over a 2 year span
    • Implement & Assess1) Motivate/Prepare Learners  Set clear expectations for learning  Model proper use of technology  Provide basic „tech training‟ before and scaffolding during2) Integrate and Obtain Feedback  Assess before, during, and after technology-enhanced lesson  Rubrics, checklists, interviews, informal observations, smile sheets, etc.
    • PC/Mac and Web AppsS Many available online and software-based interventions including: S ESLreadingsmart: http://www.eslreadingsmart.com S Rosetta Stone: http://www.rosettastone.com S Dragon NaturallySpeaking: http://nuance.com S TellMeMore: http://www.tellmemore.com S Busuu Online: http://www.busuu.com
    • Mobile (iOS/Android)S Huge number of apps available for younger learners on both iOS (Apple) and Android (Google) devicesS Look for apps that include bright colors, engaging sounds and interactions, and a wide range of activitiesS Note that many apps are free but will include in-app purchases to get more modules or unlock new lessons
    • Fun EnglishS Fun, colorfulS Includes music and speechS Mostly matches concepts to spoken words, rather than written, although some spelling lessons are includedS Requires in-app purchases to get modules beyond Colors
    • Learn EnglishS Sounds but no speechS Matches written words to images to test key vocabularyS Additional lessons require in- app purchase, and there are banner ads
    • LinguPinguinS Available in multiple languagesS Allows students to compare familiar words in their own languages to pictures and concepts, and match them with English wordsS Two lessons are free; full app is $1.99 per language set
    • Little FoxS Features leveled reading stories and songs with images, voice narration, and available captionsS Quiz follows each story and songS Lite version is free; full access is a monthly $19.99 subscription featuring access to over 2500 stories and 300 songs
    • eFlashApps Picture DictionaryS Free version contains banner adsS Allows child to match words with pictures, and puts words in contextS Also allows the unique feature of letting the child record his or her own voice reciting words and phrases
    • LingoArcadeS Available for multiple languagesS Full version available for $.99 – includes 150 levelsS Includes spoken and written word- and sentence- matching to images
    • SightWordsS Free - from Innovative Mobile Apps (developer of LingoArcade and many other iOS learning games)S Includes flashcards and games, and allows you to add your own words and voiceS Simple app designed to be shared by teacher/parent and child working together
    • BusuuS Available in multiple languages and for Web, iPad, and AndroidS All lesson units available through in-app purchases individually or as a set (total = $9.99)S Word and image-related games and activities progress gradually in difficulty
    • LearnEnglish KidsS Part of a series from the British Council (available for iOS and Android)S Free and paid versions – designed for schools in BritainS Links pronunciation and spelling to an interactive, story- based environment
    • Best Practices for Young ELLsS Stories, familiar things, and items from child‟s native culture are highly useful in demonstrating and teaching English conceptsS Young children also respond well to technology and other aids incorporating music, sing-along songs,, and colorful pictures and animationsS The more immersive and responsive to the learner the better the technology intervention
    • More Best PracticesS Games should include levels of skill to keep children motivated to play and learnS Consider teaming students together on games and simulations for added social elementS You could even consider using “normal” commercial games in learningS Example: Ranalli (2008) found that ELLs playing the Sims learned more vocabulary from the game when they helped each other and had instructional materials to assist during play
    • Questions?
    • ResourcesS U.S. Department of Education Office of English Language Acquisition (OELA): http//www.ed.gov/about/offices/list/oela/index.htmlS http://www.Kidsactivitiesblog.comS http://Play.google.comS http://www.Educatorstechnology.com
    • ReferencesS Akasha, O. (2011). Voicethread as a good tool to motivate ELLs and much more. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 3123-3127). Chesapeake, VA: AACE.S Anderson, R., Speck, B., & Grant, M. (2008). Technology to teach literacy: a resource for k-8 teacher. Upper Saddle River, NJ: Pearson/Prentice HallS Atkinson, D. (2011). Alternative approaches to second language acquisition. Oxford: Routledge.S Block, D. (2003). The social turn in second language acquisition. Washington D.C.: Georgetown University Press.S Erben, T., Ban, R., & Castaneda, M. (2009). Teaching English language learners through technology. New York, NY: Routledge.
    • ReferencesS Hopping, R. (2011). US schools using iPad 2 as teaching tool. Know Your Mobile, Retrieved from http://www.knowyourmobile.com/blog/849367/ us_schools_using_ipad_2_as_teaching_tool.htmlS Peterson, M. (2009). Computerized games and simulations in computer- assisted language learning: A meta-analysis of research. Simulation and Gaming, 41(1), 72-93. Retrieved from http://sag.sagepub.com/content/41/1/72S Ranalli, J. (2008). Learning English with The Sims: Exploiting authentic computer simulation games for L2 learning. Computer Assisted Language Learning, 21(5), 441-455.S White, E. (2010). Achieving literacy success with English language learners in the mainstream classroom. Indiana Reading Journal, 42(1), 23-28.