Dr. Ludovik Kovalik


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Dr. Kovalik has redesigned a face to face course to be more technology enhanced, making it a blended format, where students use blogs and threaded discussions to engage each other and the professor.

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Dr. Ludovik Kovalik

  1. 1. ESL 5317: Literacy skills development in ESL (Technologically-enhanced) Ludovic M. Kovalik, PhD
  2. 2. About the course ESL 5317: Literacy skills develop- ment in ESL  a course in WSSU’s MA in English as a Second Language and Applied Linguistics with Teacher Certification in ESL
  3. 3. Course objectives The course  meant to examine the psycholinguistic bases of the  reading process in ESL focus on  - reading as a skill - role of the ESL teacher in developing this skill
  4. 4. Student learning outcomes understand and apply current theories and  research in language and literacy development provide appropriate input  provide optimal learning environment for  their ESL learners
  5. 5. Blackboard tools used online discussions  threads  blogs 
  6. 6. Online discussion threads: A sample Sample may not be useful (Posted by TW,  Saturday, November 1, 2008, 1:58:56 PM EDT) RE: Sample may not be useful (Posted by LN, o Monday, November 3, 2008 5:46:57 PM EST) Scanning—as of what proficiency level? (Posted by  LMK, Wednesday, November 5, 2008 7:01:07 PM EST) - As early as possible (Posted by LN, Thursday, November 6, 2008 6:16:42 PM EST) RE: Sample may not be useful (Posted by JB, o Tuesday, November 4, 2008 8:20:01 AM EST)
  7. 7. Lesson(s) learned: A sample Lesson Learned: November 24-28 (permalink) Created on Saturday, 11/29/2008 9:53 PM by JP It still makes me stop and think sometimes to hear that identifying all of the words in the text is not crucial. It seems like it would be for comprehension to occur, but at the same time, I can still see where it wouldn't be. I think of my students and myself. I don't always read everything word for word, but I still get the overall meaning of the text. I know my students don't read everything, but they still get the main points. I think that is important. Whenever we are reading something and they don't know what one word means they will ask, and I try to not always tell them, but for them to tell me what they know. Most of the time they are quot;getting itquot; so that one word didn't interfere with their comprehension. A lot of times I think the text has something to do with how attentive the reader is. I'll be honest. If I am reading something and it is long and difficult to understand, I may just try to skim through it to get the main points. It's hard to pay attention to text when it is so hard to read.
  8. 8. Looking back … Student behaviors noticed willingness to participate in online activities, irrespective of  whether or not they had previous experience with them open-mindedness as discussants  readiness to admit to problems/failures faced as classroom  teachers readiness to engage in exploring options and alternative  solutions toward surmounting difficulties by sharing teaching experiences
  9. 9. Looking back … (cont’d) Such positive attitude  gate toward self- improvement. Most important gain  opportunity to reflect… … and reflection = change = growth.
  10. 10. Looking forward … To-do’s recommend that students use discussion boards  and/or blogs in their own classes and share their experiences with their peers; and require that students actively participate in online  discussions and networking—TESOL Online Discussions, TESOL Virtual Seminars, Linguist List discussions.