Multimedia in the  ESOL Curriculum Lisa A. Rutherford Rustaq College of Education April 24, 2008
Table of Contents <ul><li>What is Multimedia? </li></ul><ul><li>Core ESOL English Curriculum </li></ul><ul><li>Content-Bas...
What is Multimedia?  <ul><li>“ Multimedia education combines text, graphics, video, animation, and sound to represent and ...
Benefits of Multimedia in ESOL Curriculum <ul><li>The integration of technology into the ESOL curriculum improves students...
What is Multimedia? <ul><li>Audio-Visual </li></ul><ul><ul><li>CD </li></ul></ul><ul><ul><li>DVD </li></ul></ul><ul><ul><l...
Educational Technology in the Classroom <ul><li>One Computer classroom </li></ul><ul><ul><li>Retrieve information, downloa...
Computerized Classroom <ul><li>Teacher’s computer for overhead projection of lessons and online materials. </li></ul>
1-Computer Classroom <ul><li>Used as a research station for all students to access. </li></ul>
5-Computer Classroom <ul><li>Used as a work station for students to access in study groups. </li></ul>
5-Computer Classroom <ul><li>The class is divided into groups of 5 students. </li></ul><ul><li>For example, when Group 1 i...
30-Computer Classroom <ul><li>For computer skills, research, projects </li></ul>
LAPTOP Workstation Classroom <ul><li>Up to 50 computers: computer skills, research,  </li></ul>
30-Computer Classroom <ul><ul><li>Students learn software applications </li></ul></ul><ul><ul><ul><li>Word processing, spr...
Core ESOL English Curriculum The Basics for Beginners
ESOL Curriculum <ul><li>Core ESOL English Curriculum </li></ul><ul><ul><li>Curriculum for ESOL students with low proficien...
Core ESOL English Curriculum <ul><li>Core ESOL English Curriculum </li></ul><ul><ul><li>Curriculum for ESOL students with ...
Core ESOL English Curriculum <ul><li>Speaking and Listening Skills </li></ul><ul><ul><li>Multimedia labs are beneficial to...
Audacity Software
Voice Recognition Arabic Read and Write
Online Listening Randall’s English Listening Lab
ELLLO Listening Lab Online
Core ESOL English Curriculum <ul><li>Reading Skills </li></ul><ul><ul><li>Computer-assisted reading programs </li></ul></u...
Online Literacy Starfall
Online Sign Language Literacy Starfall
  Literacy Software  Text Help Read &Write  <ul><li>Text to Speech  </li></ul><ul><li>Word Prediction  </li></ul><ul><li>P...
Letter Recognition
Letter Recognition Read and Write Arabic
Online Literacy  Starfall
Online Literacy Starfall
Starfall Reading Online <ul><li>Little Red Hen </li></ul>
Reading Online Reading is Fundamental Website
International Children’s Library <ul><li>Dr. Abu Bakr al Razi  (Egypt Arabic) </li></ul>
International Children’s Library <ul><li>The 25 th  Hour (Mongolia) </li></ul>
International Children’s Library <ul><li>Sincerity of a White Dove (Japanese) </li></ul>
International Children’s Library <ul><li>Books from Malaysia </li></ul>
Core ESOL English Curriculum <ul><li>Writing Skills </li></ul><ul><ul><li>Word processing utilities and editing software <...
Typing Software <ul><li>Keys Software </li></ul>
Typing Software Rapid Typing
Typing Software Typing Master Pro
Core ESOL English Curriculum <ul><li>Grammar Skills & Online grammar programs </li></ul><ul><ul><li>English Exercises Onli...
Hot Potatoes Software
Hot Potatoes Software
Hot Potatoes Software
Hot Potatoes Software
Hot Potatoes Software
Hot Potatoes Software
Hot Potatoes Software
Core ESOL English Curriculum <ul><li>Vocabulary expansion and dictionary use </li></ul><ul><ul><li>Word processing transla...
Bilingual Dictionary Software VerbAce 7.0
Global Translator Software
Mobile Dictionary
Content-Based ESOL Curriculum A Shift to Academic Literacy across the Curriculum
Content-Based ESOL Curriculum <ul><li>Content-Based ESOL Curriculum </li></ul><ul><ul><li>Curriculum for ESOL students wit...
Content-Based ESOL Curriculum <ul><li>A shift from English literacy in core English to academic literacy in science, math,...
Content-Based ESOL Curriculum <ul><li>Multimedia Learning across a Content-Based ESOL Curriculum </li></ul><ul><ul><li>Ind...
Content-Based ESOL Curriculum <ul><li>Independent Activities-Based Learning </li></ul><ul><ul><li>Web-based lessons, onlin...
Content-Based ESOL Curriculum <ul><li>Collaborative Projects </li></ul><ul><ul><li>Multimedia presentations, creating a we...
Bangkok Post for ESL Online
News Online  National Geographic for Kids
Content-Based ESOL Curriculum <ul><li>International Projects </li></ul><ul><ul><li>Intercultural awareness programs throug...
Conclusion <ul><li>Multimedia ESOL learning improves student motivation and achievement. </li></ul><ul><li>Multimedia ESOL...
THE END
References <ul><li>Belisle, Ron.  (1996). E -Mail Activities in the ESL Writing Class .  The Internet TESL Journal, II(12)...
References <ul><li>Fandrych, Ingrid.  (2001).  Word Processors' Grammar and Spelling Assistance: Consequences for Second L...
References <ul><li>Ho, Caroline Mei Lin.  (2000).  Developing Intercultural Awareness and Writing Skills through E-Mail Ex...
References <ul><li>Lee, Kuang-wu.  (2000).  Energizing the ESL/EFL Classroom through Internet Activities.   The Internet T...
References <ul><li>Rajaretnam, Thevy.  (2004).  Using Online Grammar Quizzes for Language Learning .  The Internet TESL Jo...
References <ul><li>Sticht, Thomas.  National Center for Adult Learning and Literacy.  (1997).  The Theory Behind Content-B...
Recommended Websites <ul><li>READING EDUCATION </li></ul><ul><li>Accelerated Reader </li></ul><ul><li>Riverdeep </li></ul>...
Recommended Websites <ul><li>CHILDREN'S EDUCATIONAL WEBSITES </li></ul><ul><li>Starfall </li></ul><ul><li>ABC Teach </li><...
Recommended Websites <ul><li>ONLINE TRANSLATION </li></ul><ul><li>Google Language Resources </li></ul><ul><li>Interlink </...
The End
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Multimedia In The Esol Curriculum (Conference)

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  • The core competencies as well as content-based ESOL instruction can be taught by using multimedia enhancement within the ESOL curriculum. According to the International Society for Technology and Education (2002, p. 36), &amp;quot;multimedia education combines text, graphics, video, animation and sound to represent and convey information.&amp;quot;
  • In content-based ESOL, students become more actively engaged in literacy development because the learning focus shifts from general language learning to learning that is transformed into the acquisition of content knowledge (Sticht, 1997). In addition, the integration of technology into the curriculum has been proven to be particularly beneficial in testing. Cobb (no date, unpublished) found that computer assisted learning improved ESOL students&apos; English language acquisition skills in general testing. Likewise, Dyer et. al (2006) found that technology students had superior mathematics performance in Virginia&apos;s statewide academic assessment in comparison to students who were not enrolled in technology courses. In short, multimedia education improves overall student performance measures in motivation, self-directed learning, retention and testing.
  • The required curriculum materials include the students&apos; textbook, workbook and multimedia assisted learning such as audio tapes, CDs, DVDs, VHS and computer-assisted learning. The ESOL multimedia curriculum may be facilitated by a one computer classroom, a five computer classroom or a thirty computer classroom.
  • The ESOL curriculum is divided into two components: a core English language curriculum and a content-based ESOL curriculum. The core English language curriculum is taught to ESOL students with low English proficiency levels. The core English language curriculum consists of fundamental English language competencies such as speaking, reading, writing, listening and grammar. The content-based ESOL curriculum is taught to students with higher proficiency levels in English. The content-based ESOL curriculum consists of subject matter areas presented in simplified English such as history, social studies, science, and math.
  • ESOL students who are placed in the ESOL core competencies program have been determined to be at risk students for their lack of English proficiency. Students enrolled in this program are placed in what is called &amp;quot;pull-out ESOL&amp;quot; or &amp;quot;sheltered ESOL&amp;quot; programs. Students placed in pull-out ESOL programs learn intensive English for up to two years. During this period, ESOL students learn English speaking, pronunciation, reading, writing, listening and grammar. Depending on the student&apos;s English proficiency and the school&apos;s ESOL curriculum design, a student may also be enrolled in content-based ESOL classes in history, science, or mathematics in addition to taking sheltered ESOL English courses.
  • Many multimedia activities are available to assist ESOL learners in acquiring listening and speaking proficiency in English. It has been proven that computer-assisted pronunciation software applications dramatically improve student foreign language pronunciation. (Hew &amp; Ohki, 2004). In addition, multimedia listening labs are quite beneficial to ESOL students. English language learning software applications, CDs, DVDs and online instruction are readily available in English from most textbook and testing publishers such as SAT preparation and the iBT TOEFL. Online listening labs such as IELTS Online, the English Language Listening Lab Online, ESL Pod and Randall&apos;s English Listening Lab Online are also quite instructive.
  • In addition to listening and speaking, multimedia reading programs can also accelerate ESOL reading proficiency. Many computer-assisted reading programs are available to ESOL students. These include online reading programs such as River Deep, Accelerated Reader, and the Reading is Fundamental website, and cost-free online books at the Gutenberg Project website. Internet-based online reading has a significant instructional impact on student performance over traditional textbooks. (Shiratuddin, 2001, p.75) This impact is attributed to the fact that students are able to construct their own educational strategies. In addition, students usually enjoy multimedia reading tasks because multimedia reading materials are usually more visually attractive, more user friendly through hyperlinks, and more interesting because the reading programs are more interactive than a book. (Shiratuddin, 2001).
  • In addition, multimedia programs can also be used in improving ESOL writing skills such as English composition, creative writing, editing, and Internet communication. Online writing workshops, e-mail writing projects, and word processing editing software all can be utilized in a multimedia writing lab to improve student&apos;s written English. Word processing utilities such as spell check, Grammatik, dictionary, translation, and thesaurus can help ESOL students improve their fluency and proficiency in the written English language. Editing software such as spell check and Grammatik have been shown to result in fewer first draft editing errors than students who did not use computerized correction (Liou, 1993). In addition, International ESOL e-mail exchange programs have also been found to be very beneficial to students&apos; writing improvement regardless of their English proficiency level. Students enjoy practicing writing skills in multimedia labs because they can work at their own pace, correct their errors immediately, and they are able &amp;quot;to assume a much higher degree of control over their own learning than in most traditional writing classes.&amp;quot; (Johnson &amp; Brine, 1999, p. 261).
  • There are also many computerized grammar programs available to ESOL students. Some online English grammar websites include English-test.net, English Exercises Online, A4ESL, English Club, IELTS Online and English Aquarium. These online grammar programs offer lessons on the parts of speech, verb conjugation, vocabulary, and business English. These online English exercises offer lessons at varying proficiency levels: beginner, intermediate and advanced. Some online programs also offer online standardized test preparation in TOIEC, TOEFL, GMAT, SAT, GRE, MCAT, and ESL tests. They also include demonstration tests, reading exercises, and vocabulary flashcards. Rajarentnam (2004) found that &amp;quot;students found online grammar quizzes more interesting and less difficult than the exercise and activities [from] handouts.&amp;quot; This is because students may vary activities and adjust difficulty levels to their liking. In addition, the answers to the grammar questions are automatically provided. So, students can make immediate corrections to their errors.
  • The multimedia approach also facilitates vocabulary learning and dictionary use. Computerized dictionaries such as Microsoft Word translation functions, hand held bilingual dictionaries, bilingual dictionary pens, and online translation software such as Alta Vista Babel Fish and Systran help students increase their English language vocabulary with more precision and at an accelerated pace. These translation tools can also help ESOL students understand English idioms and phrases which are difficult to understand. It has been shown that ESOL students who use computerized dictionaries can access words faster and retain new vocabulary words at a higher rate than students who use traditional bound dictionaries. (Loucky, 2003). Higher vocabulary learning rates, in turn, improve overall fluency and proficiency in students&apos; English language receptive and productive skills.
  • In addition to the ESOL core curriculum, the more advanced ESOL students are placed in content-based ESOL classes. In content-based ESOL, the emphasis shifts from general English literacy to academic literacy in science, math, social sciences, and history. Teachers are required to apply content-based ESOL approaches to instruction (Florida Sunshine State Standard 12). In addition, educators must &amp;quot;evaluate, adapt, and employ appropriate instructional materials, media, and technology for ESOL in the content areas at the elementary, middle, and high school levels&amp;quot; (Florida Sunshine State Standard 17). These educational goals can be achieved by integrating technology into a content-based ESOL curriculum.
  • Research has shown that content-based ESOL results in improved academic performance. MacDonald (1997) found that a content-based ESOL curriculum results in higher learning retention rates in vocabulary and general reading. In addition, MacDonald (1997) found that higher content focus results in higher student retention rates in overall school enrollment. Student persistence in content-based ESOL programs is directly related to purposeful learning and its applicability to student learning needs.
  • Multimedia learning can be integrated into content-based ESOL across the curriculum. Educational objectives in the subject matter areas of science, math, English and social studies can be combined into independent research projects, collaborative projects, web-based lessons, multimedia presentations, online discussions, a class website and international cultural exchange projects. In addition, specific content-based areas such as health services and vocational technical learning can be utilized in a content-based ESOL curriculum.
  • Independent activities-based learning projects could include web-based lessons, online research, webquests, online scrapbooking, and cyberguides. In a webquest, students are given a topic, such as global warming, and are assigned to find websites related to global warming and encouraged to bookmark relevant websites on their homepage. Students should be encouraged to use information based on sources from the disciplines of mathematics, science, social sciences and English in order to properly assess the problem of global warming. With online scrapbooking, students can be assigned to download news, photos, scientific explanations, statistics, graphs and charts on global warming. Afterward, students can make an online scrapbook for the classroom website or make offline posters and scrapbooks on global warming.
  • Collaborative projects include multimedia presentations, creating a website or a webpage, making an online searchable library, writing a classroom newsletter, or conducting a social action project. A possible collaborative project could be a multimedia presentation or a video documentary on a selected topic such as global warming. After students have completed their independent research projects, students could expand their webquests into a classroom online searchable library. Afterwards, students could then form into teams and combine their research efforts into a single, unified project. For example, students can divide into research teams on global warming. The teams could be organized into the Artic team, the atmospheric team, the land mass team or geographical teams. Each team would be responsible for producing information on global warming from multidisciplinary sources such as the news, earth science, atmospheric science, mathematics, geography and social sciences. At the end of the team phase, the students would then combine all of the information and produce a single presentation such as a documentary video in Moviemaker.
  • In addition to individual and collaborative projects, ESOL students may participate in intercultural awareness programs through e-mail exchanges. Past collaborative internet projects were shown to improve English reading, writing and cultural awareness. A Fulbright U.S.-Brazil intercultural project which sought to &amp;quot;improve English skills, to broaden cross-cultural understanding and sharpen technological abilities&amp;quot; was found to improve performance in English reading and writing skills. (Shulman, 2001, p.2, 5). Assignments included creating an international cultural exchange homepage, a survey on the U.S. presidential election, a book report or article review and written discussions on cultural differences. The learning outcomes of this international cultural exchange included creating a pathway to learning, accommodating students&apos; different learning styles and being a part of a global community of learners.
  • The integration of multimedia technology into the ESOL curriculum has been proven to be beneficial to students and educators alike. ESOL educators have a wide variety of resources available to supplement traditional ESOL learning strategies. These resources include CD&apos;s, DVD&apos;s, VHS, computerized dictionaries, assisted pronunciation software, editing software, online listening labs and online grammar practice. In addition, educators may integrate multimedia technology in content-based ESOL across the curriculum. Independent and collaborative projects can be used to combine the subject matter areas of science, math, English and social studies. Students can participate in web-based lessons, multimedia presentations, online discussions, a class website and international cultural exchange projects. Multimedia ESOL education accelerates student learning, especially English proficiency and literacy. Students typically enjoy multimedia assignments because they are given the freedom to learn with flexibility in language instruction. They may learn educational material at a comfortable difficulty level and study subject matter that reflects their interests and has relevance to their lives. Students find multimedia learning rewarding because they may organize and review material at their convenience. In addition, multimedia programs provide immediate corrective feedback with little teacher intervention. Overall, ESOL multimedia learning improves student motivation and gives ESOL students the confidence to succeed in their English studies.
  • Multimedia In The Esol Curriculum (Conference)

    1. 1. Multimedia in the ESOL Curriculum Lisa A. Rutherford Rustaq College of Education April 24, 2008
    2. 2. Table of Contents <ul><li>What is Multimedia? </li></ul><ul><li>Core ESOL English Curriculum </li></ul><ul><li>Content-Based ESOL Curriculum </li></ul><ul><li>Conclusion </li></ul><ul><li>References </li></ul><ul><li>Suggested Websites </li></ul>
    3. 3. What is Multimedia? <ul><li>“ Multimedia education combines text, graphics, video, animation, and sound to represent and convey information.” </li></ul>(International Society of Technology and Education, 2002, pg. 36).
    4. 4. Benefits of Multimedia in ESOL Curriculum <ul><li>The integration of technology into the ESOL curriculum improves students’ English language acquisition skills in general testing. (Cobb, n.d.) </li></ul><ul><li>Multimedia education improves overall student performance measures in motivation, self-directed learning, retention and testing. (MacDonald, 1997) (Cobb, n.d.) </li></ul>
    5. 5. What is Multimedia? <ul><li>Audio-Visual </li></ul><ul><ul><li>CD </li></ul></ul><ul><ul><li>DVD </li></ul></ul><ul><ul><li>VHS </li></ul></ul><ul><ul><li>Cassette tapes </li></ul></ul><ul><li>Computer Assisted Learning </li></ul><ul><ul><li>1-computer, 5–computer or 30-computer classroom, Laptop Classroom </li></ul></ul><ul><ul><li>Application software </li></ul></ul><ul><ul><li>Online programs </li></ul></ul>
    6. 6. Educational Technology in the Classroom <ul><li>One Computer classroom </li></ul><ul><ul><li>Retrieve information, download news, books, articles, statistics and formulas for the whole class to use </li></ul></ul><ul><li>Five Computer classroom </li></ul><ul><ul><li>Collaborative research projects </li></ul></ul><ul><li>Thirty computer classroom </li></ul><ul><ul><li>More extensive projects, write essays, write e-mails, do website development, student newsletters, research papers, write PowerPoint presentations, produce Moviemaker videos </li></ul></ul><ul><li>Laptop Port Classroom </li></ul>
    7. 7. Computerized Classroom <ul><li>Teacher’s computer for overhead projection of lessons and online materials. </li></ul>
    8. 8. 1-Computer Classroom <ul><li>Used as a research station for all students to access. </li></ul>
    9. 9. 5-Computer Classroom <ul><li>Used as a work station for students to access in study groups. </li></ul>
    10. 10. 5-Computer Classroom <ul><li>The class is divided into groups of 5 students. </li></ul><ul><li>For example, when Group 1 is called, they may go to the Computer Corner and do research on a given topic. </li></ul><ul><li>The rest of the class remains seated and continues to read their assignment. </li></ul>
    11. 11. 30-Computer Classroom <ul><li>For computer skills, research, projects </li></ul>
    12. 12. LAPTOP Workstation Classroom <ul><li>Up to 50 computers: computer skills, research, </li></ul>
    13. 13. 30-Computer Classroom <ul><ul><li>Students learn software applications </li></ul></ul><ul><ul><ul><li>Word processing, spreadsheets, presentations, graphics </li></ul></ul></ul><ul><ul><li>Students may do online research </li></ul></ul><ul><ul><li>Students may write research papers and make presentations </li></ul></ul><ul><ul><li>Students may make more extensive projects like MovieMaker documentaries </li></ul></ul>
    14. 14. Core ESOL English Curriculum The Basics for Beginners
    15. 15. ESOL Curriculum <ul><li>Core ESOL English Curriculum </li></ul><ul><ul><li>Curriculum for ESOL students with low proficiency levels </li></ul></ul><ul><ul><li>Speaking, reading, writing, listening, and grammar. </li></ul></ul><ul><li>Content-Based ESOL Curriculum </li></ul><ul><ul><li>Curriculum for ESOL students with higher proficiency levels </li></ul></ul><ul><ul><li>Subject-matter in science, math, English and social studies. </li></ul></ul>The U.S. requires a core English curriculum and a content-based ESOL curriculum, depending on student literacy and fluency levels.
    16. 16. Core ESOL English Curriculum <ul><li>Core ESOL English Curriculum </li></ul><ul><ul><li>Curriculum for ESOL students with lower proficiency levels </li></ul></ul><ul><ul><li>Speaking, reading, writing, listening, and grammar. </li></ul></ul>ESOL requires the “application of essential strategies for developing and integrating the four language skills of listening comprehension, oral communication, reading and writing.” (Florida Sunshine State ESOL Standard 11 )
    17. 17. Core ESOL English Curriculum <ul><li>Speaking and Listening Skills </li></ul><ul><ul><li>Multimedia labs are beneficial to ESOL students’ listening & speaking skills </li></ul></ul><ul><ul><li>Software, CD’s and DVD’s for listening comprehension and pronunciation practice. </li></ul></ul><ul><ul><li>Online instruction is available </li></ul></ul><ul><ul><ul><li>IELTS Online, ESL Pod, English Language Listening Lab, Randall’s English Listening Lab </li></ul></ul></ul>Computer-assisted pronunciation software applications dramatically improve foreign language pronunciation. (Hew & Ohki, 2004).
    18. 18. Audacity Software
    19. 19. Voice Recognition Arabic Read and Write
    20. 20. Online Listening Randall’s English Listening Lab
    21. 21. ELLLO Listening Lab Online
    22. 22. Core ESOL English Curriculum <ul><li>Reading Skills </li></ul><ul><ul><li>Computer-assisted reading programs </li></ul></ul><ul><ul><ul><li>Riverdeep </li></ul></ul></ul><ul><ul><ul><li>Accelerated Reader </li></ul></ul></ul><ul><ul><ul><li>TextHelp Read and Write </li></ul></ul></ul><ul><ul><li>Online reading programs </li></ul></ul><ul><ul><ul><li>Reading is Fundamental website </li></ul></ul></ul><ul><ul><ul><li>Gutenberg Project website </li></ul></ul></ul>Reading materials are usually more visually attractive, more user friendly through hyperlinks, and more interesting because the reading programs are more interactive than books. (Shiratuddin, 2001)
    23. 23. Online Literacy Starfall
    24. 24. Online Sign Language Literacy Starfall
    25. 25. Literacy Software Text Help Read &Write <ul><li>Text to Speech </li></ul><ul><li>Word Prediction </li></ul><ul><li>Phonetic Spell Checker </li></ul><ul><li>Speech Maker </li></ul><ul><li>Voice Recognition </li></ul><ul><li>Automated Read Aloud </li></ul>
    26. 26. Letter Recognition
    27. 27. Letter Recognition Read and Write Arabic
    28. 28. Online Literacy Starfall
    29. 29. Online Literacy Starfall
    30. 30. Starfall Reading Online <ul><li>Little Red Hen </li></ul>
    31. 31. Reading Online Reading is Fundamental Website
    32. 32. International Children’s Library <ul><li>Dr. Abu Bakr al Razi (Egypt Arabic) </li></ul>
    33. 33. International Children’s Library <ul><li>The 25 th Hour (Mongolia) </li></ul>
    34. 34. International Children’s Library <ul><li>Sincerity of a White Dove (Japanese) </li></ul>
    35. 35. International Children’s Library <ul><li>Books from Malaysia </li></ul>
    36. 36. Core ESOL English Curriculum <ul><li>Writing Skills </li></ul><ul><ul><li>Word processing utilities and editing software </li></ul></ul><ul><ul><ul><li>Grammatik and spell check </li></ul></ul></ul><ul><ul><ul><li>Dictionary, thesaurus, translation utilities </li></ul></ul></ul><ul><ul><li>International ESOL e-mail exchange programs </li></ul></ul>Students enjoy practicing writing skills in multimedia labs because they can work at their own pace, correct their errors immediately and they are able to “assume a much higher degree of control over their own learning than in most traditional writing classes.” (Johnson & Brine, 1999, p. 261).
    37. 37. Typing Software <ul><li>Keys Software </li></ul>
    38. 38. Typing Software Rapid Typing
    39. 39. Typing Software Typing Master Pro
    40. 40. Core ESOL English Curriculum <ul><li>Grammar Skills & Online grammar programs </li></ul><ul><ul><li>English Exercises Online, IELTS Online, English Club, English Aquarium </li></ul></ul><ul><ul><li>Lessons on parts of speech, verb conjugation, vocabulary and business English </li></ul></ul><ul><ul><li>Varying difficulty levels </li></ul></ul><ul><ul><li>Test preparation in TOEIC, TOEFL, GMAT, SAT, GRE, MCAT </li></ul></ul>Students found online grammar quizzes more interesting and less difficult. This is because they choose their activities, adjust difficulty levels, and answers are automatically provided. (Rajarentnam 2004, p.4).
    41. 41. Hot Potatoes Software
    42. 42. Hot Potatoes Software
    43. 43. Hot Potatoes Software
    44. 44. Hot Potatoes Software
    45. 45. Hot Potatoes Software
    46. 46. Hot Potatoes Software
    47. 47. Hot Potatoes Software
    48. 48. Core ESOL English Curriculum <ul><li>Vocabulary expansion and dictionary use </li></ul><ul><ul><li>Word processing translation utilities </li></ul></ul><ul><ul><li>Hand-held electronic dictionaries </li></ul></ul><ul><ul><li>Bilingual dictionary pens </li></ul></ul><ul><ul><li>Translation software such as Systran </li></ul></ul><ul><ul><li>Online translation at AltaVista BabelFish </li></ul></ul>ESOL students who use computerized dictionaries can access words faster and retain vocabulary words at a higher rate than students who use traditional dictionaries. (Loucky, 2003).
    49. 49. Bilingual Dictionary Software VerbAce 7.0
    50. 50. Global Translator Software
    51. 51. Mobile Dictionary
    52. 52. Content-Based ESOL Curriculum A Shift to Academic Literacy across the Curriculum
    53. 53. Content-Based ESOL Curriculum <ul><li>Content-Based ESOL Curriculum </li></ul><ul><ul><li>Curriculum for ESOL students with higher proficiency levels </li></ul></ul><ul><ul><li>Subject-matter in science, math, English and social studies. </li></ul></ul>Educators are required to employ appropriate instructional materials, media and technology for ESOL in the content areas at the elementary, middle and high school levels. (Florida Sunshine State ESOL Standard 12).
    54. 54. Content-Based ESOL Curriculum <ul><li>A shift from English literacy in core English to academic literacy in science, math, social sciences and history. </li></ul><ul><li>Content-based ESOL results in improved academic performance </li></ul><ul><ul><li>Purposeful learning in subject matter areas </li></ul></ul><ul><ul><li>Learning which is applicable to the student </li></ul></ul>A content-based ESOL curriculum results in higher learning and retention rates in vocabulary and general reading. (MacDonald, 1997).
    55. 55. Content-Based ESOL Curriculum <ul><li>Multimedia Learning across a Content-Based ESOL Curriculum </li></ul><ul><ul><li>Independent Activities-Based Learning </li></ul></ul><ul><ul><li>Collaborative Projects </li></ul></ul><ul><ul><li>International Projects </li></ul></ul>“ Educators must evaluate, adapt and employ appropriate instructional materials, media, and technology for ESOL in the content areas at the elementary, middle and high school levels.” (Florida Sunshine State ESOL Standard 17)
    56. 56. Content-Based ESOL Curriculum <ul><li>Independent Activities-Based Learning </li></ul><ul><ul><li>Web-based lessons, online research, webquests, online scrapbooking, cyberguides </li></ul></ul><ul><ul><li>When researching a given topic, students should be encouraged to use sources from the disciplines of mathematics, science, social sciences and English </li></ul></ul><ul><ul><li>Summaries, research papers, posters </li></ul></ul>Independent activities-based learning can also facilitate analytical and problem solving skills which can be evidenced in the production of a presentation or a research paper.
    57. 57. Content-Based ESOL Curriculum <ul><li>Collaborative Projects </li></ul><ul><ul><li>Multimedia presentations, creating a website, making an online searchable library, writing a classroom newsletter, conduct a social action project. </li></ul></ul><ul><ul><li>Collaborative multiculturalism project on each student’s native country, language and culture; student are formed into teams by language groups. </li></ul></ul><ul><ul><li>Social service projects - Welcome packet & compilation of resources for newcomer students. </li></ul></ul>Social action projects can be used to instruct students to aid in the development of others.
    58. 58. Bangkok Post for ESL Online
    59. 59. News Online National Geographic for Kids
    60. 60. Content-Based ESOL Curriculum <ul><li>International Projects </li></ul><ul><ul><li>Intercultural awareness programs through e-mail exchanges. </li></ul></ul><ul><ul><li>Past international projects have been shown to improve English reading, writing and cultural awareness. </li></ul></ul>A Fulbright U.S.-Brazil intercultural project which sought to “improve English skills to broaden cross-cultural understanding and sharpen technological abilities” was found to improve English performance in reading and writing skills. (Shulman, 2001, p.2, 5).
    61. 61. Conclusion <ul><li>Multimedia ESOL learning improves student motivation and achievement. </li></ul><ul><li>Multimedia ESOL instruction accelerates student learning, especially in English proficiency and literacy. </li></ul><ul><li>ESOL students make gains because they have the freedom to learn with flexibility. </li></ul>
    62. 62. THE END
    63. 63. References <ul><li>Belisle, Ron. (1996). E -Mail Activities in the ESL Writing Class . The Internet TESL Journal, II(12). Retrieved September 7, 2007, from http://iteslj.org/Articles/Belisle-Email.html </li></ul><ul><li>Cobb, Kimberly Johnson. (Unpublished, No date) Facilitating Second Language Acquisition through Computer Assisted Language Learning . Retrieved 9/14/2007 from </li></ul><ul><li>http://chiron.valdosta.edu/are/Artmanscrpt/vol1no1/cobb_am.pdf#search='Computer%20Assisted%20Learning%20ESOL </li></ul><ul><li>Carroll, Jeri A. & Witherspoon, Tonya L. (2002). Linking Technology and Curriculum, Integrating the ISTE NETS Standards into Teaching and Learning . New Jersey: Merrill Prentice Hall. </li></ul><ul><li>Dyer, R.R. Reed, P.A. & Berry, R.Q. (2006). Investigating the Relationship between High School Technology Education and Test Scores for Algebra 1 and Geometry. Journal of Technology Education, Vol. 17(2). Retrieved September 12, 2007 from http://scholar.lib.vt.edu/ejournals/JTE/v17n2/dyer.html </li></ul>
    64. 64. References <ul><li>Fandrych, Ingrid. (2001). Word Processors' Grammar and Spelling Assistance: Consequences for Second Language Learning and Teaching . The Internet TESL Journal, VII(6). Retrieved September 7, 2007 from http://iteslj.org/Articles/Fandrych-WordPro.html </li></ul><ul><li>Florida Department of Education. (2007). Florida Consent Decree . Retrieved 9/13/2007 from http:// www.firn.edu/doe/omsle/lulac.htm </li></ul><ul><li>Florida Department of Education. (2007). Performance Standards for Teachers of English to Speakers of Other Languages . Office of Academic Achievement through Language Acquisition. Retrieved 9/13/2007 from http:// www.firn.edu/doe/omsle/perstand.htm </li></ul><ul><li>Hew, Soon-Hin and Ohki, Mitsuru. (2004). Effect of Animated Graphic Annotations and Immediate Visual Feedback in Aiding Japanese Pronunciation Learning: A Comparative Study. The Computer Assisted Language Instruction Consortium (CALICO) Journal, 21(2). Retrieved September 7, 2007 from https:// www.calico.org/memberBrowse.php?action = article&id =278 </li></ul>
    65. 65. References <ul><li>Ho, Caroline Mei Lin. (2000). Developing Intercultural Awareness and Writing Skills through E-Mail Exchange . The Internet TESL Journal, 6(12). Retrieved September 7, 2007 from http://iteslj.org/Articles/Ho-Email.html </li></ul><ul><li>International Society for Technology in Education. (2002). National Educational Technology Standards for Teachers: Connecting the Curriculum and Technology . Oregon: International Society for Technology. </li></ul><ul><li>Johnson, E. Marcia and Brine, John W. (1999). Design and Development of CALL Courses in Japan. The Computer Assisted Language Instruction Consortium (CALICO) Journal, 17(2). Retrieved September 7, 2007 from https:// www.calico.org/memberBrowse.php?action = article&id =508 </li></ul><ul><li>Karagiannidis, Charalampos. (2001). Integrating Adaptive Educational Content into Different Courses and Curricula . Journal of Educational Technology and Society, 4(3). Retrieved September 5, 2007 from http://www.ifets.info/journals/4_3/karagiannidis.pdf </li></ul>
    66. 66. References <ul><li>Lee, Kuang-wu. (2000). Energizing the ESL/EFL Classroom through Internet Activities. The Internet TESL Journal, VI(4). Retrieved September 10, 2007 from </li></ul><ul><li>http://iteslj.org/Articles/Lee-InternetActivities.html </li></ul><ul><li>Liou, Hsien-Chin. (1993). Investigation of Using Text-Critiquing Programs in a Process-Oriented Writing Class . The Computer Assisted Language Instruction Consortium (CALICO) Journal, 10(4). Retrieved September 7, 2007 from https://www.calico.org/html/article_555.pdf </li></ul><ul><li>Loucky, John Paul. (2003). Using Computerized Bilingual Dictionaries to Help Maximize English Vocabulary Learning at Japanese Colleges . The Computer Assisted Language Instruction Consortium (CALICO) Journal, 21(1). Retrieved September 7, 2007 from https:// www.calico.org/memberBrowse.php?action = article&id =284 </li></ul><ul><li>McDonald, Barbara. National Center for Adult Learning and Literacy. (1997). The Impact of Content-Based Instruction: Three Studies. Focus on Basics: Connecting Research and Practice . NCSALL Journal, Volume 1, Issue D, December 1997. Retrieved 9/77/2007 from http:// www.ncsall.net/index.php?id =429 </li></ul>
    67. 67. References <ul><li>Rajaretnam, Thevy. (2004). Using Online Grammar Quizzes for Language Learning . The Internet TESL Journal, X(8). Retrieved September 9, 2007 from http://iteslj.org/Articles/Rajaretnam-OnlineQuizzes.html </li></ul><ul><li>Rollinghoff, Andraes. (1993). Implementing Word Learning Strategies into an Interactive Learning Environment. The Computer Assisted Language Instruction Consortium (CALICO) Journal, 11(2). Retrieved September 7, 2007 from https://www.calico.org/i-83-Vol%2011,%20No.%202%20(Winter%201993).html </li></ul><ul><li>Shiratuddin, Norshuhada. (2001). Internet Instructional Method: Effects on Students' Performance. Journal of Educational Technology and Society, 4(3). Retrieved on September 10, 2007 from http://www.ifets.info/journals/4_3/shiratuddin.pdf </li></ul><ul><li>Shulman, Myra. (2001). Developing Global Connections through Computer-Mediated Communication . The Internet TESL Journal, VII(6). Retrieved on September 10, 2007 from http://iteslj.org/Articles/Shulman-CMC.html </li></ul>
    68. 68. References <ul><li>Sticht, Thomas. National Center for Adult Learning and Literacy. (1997). The Theory Behind Content-Based Instruction. Focus on Basics: Connecting Research and Practice. NCSALL Journal, Volume 1, Issue D, December 1997. Retrieved 9/17/2007 from http:// www.ncsall.net /?id=433 </li></ul><ul><li>Zhao, Yong. (1996). Language Learning on the World Wide Web: Toward a Framework of Network Based CALL . The Computer Assisted Language Instruction Consortium (CALICO) Journal, 14(1). Retrieved September 7, 2007 from https:// www.calico.org/memberBrowse.php?action = article&id =284 </li></ul><ul><li>20 U.S.C. 70 Section 6912. (2007). No Child Left Behind Act. Retrieved 9/13/2007, from </li></ul><ul><li>http://www.law.cornell.edu/uscode/search/display.html?terms=6912&url=/uscode/html/uscode20/usc_sec_20_00006912----000-.html </li></ul>
    69. 69. Recommended Websites <ul><li>READING EDUCATION </li></ul><ul><li>Accelerated Reader </li></ul><ul><li>Riverdeep </li></ul><ul><li>ESL ONLINE </li></ul><ul><li>Go 4 English </li></ul><ul><li>English Language Listening Lab </li></ul><ul><li>Randall's ESL Lab </li></ul><ul><li>Web English Teacher </li></ul><ul><li>ESL Pod </li></ul><ul><li>English Exercises Online </li></ul><ul><li>A4ESL </li></ul><ul><li>Grammar Aquarium </li></ul><ul><li>http://renlearn.com </li></ul><ul><li>http://web.riverdeep.ne </li></ul><ul><li>http://www.go4english.com </li></ul><ul><li>http://www.elllo.org </li></ul><ul><li>http://www.esl-lab.com </li></ul><ul><li>http://www.webenglishteacher.com.esl.htm </li></ul><ul><li>http://www.eslpod.com </li></ul><ul><li>http://www.smic.be/smic5022/ </li></ul><ul><li>http://a4esl.org/ </li></ul><ul><li>http://perso.wanadoo.es/autoenglish/freeexercises.htm </li></ul>
    70. 70. Recommended Websites <ul><li>CHILDREN'S EDUCATIONAL WEBSITES </li></ul><ul><li>Starfall </li></ul><ul><li>ABC Teach </li></ul><ul><li>Teaching Heart </li></ul><ul><li>Reading is Fundamental (RIF) </li></ul><ul><li>Apple 4 the Teacher </li></ul><ul><li>Public Broadcasting System </li></ul><ul><li>Discovery Schools </li></ul><ul><li>BBC Education Online </li></ul><ul><li>Northumberland Schools </li></ul><ul><li>Kid Port </li></ul><ul><li>MagicKeys </li></ul><ul><li>http://www.starfall.com </li></ul><ul><li>http://www.abcteach.com/ </li></ul><ul><li>http://www.teachingheart.net </li></ul><ul><li>http://www.rif.org </li></ul><ul><li>http://apple4theteacher.com </li></ul><ul><li>http://www.pbskids.org </li></ul><ul><li>http://www.school.discovery.com </li></ul><ul><li>http://www.bbc.co.uk/schools </li></ul><ul><li>http://ngfl.northumberland.gov.uk </li></ul><ul><li>http://www.kidport.com </li></ul>
    71. 71. Recommended Websites <ul><li>ONLINE TRANSLATION </li></ul><ul><li>Google Language Resources </li></ul><ul><li>Interlink </li></ul><ul><li>Alta Vista Babelfish </li></ul><ul><li>Systran Software </li></ul><ul><li>ONLINE BOOKS </li></ul><ul><li>Internet Public Library </li></ul><ul><li>Project Gutenberg </li></ul><ul><li>COLLEGE TEST PREPARATION </li></ul><ul><li>Educational Testing Service (ETS) </li></ul><ul><li>Test Prep (TOEFL, TOEIC) </li></ul><ul><li>http://www.google.com.om/language_tools? </li></ul><ul><li>http://eslus.com </li></ul><ul><li>http://www.babelfish.altavista.com </li></ul><ul><li>http://www.systransoft.com </li></ul><ul><li>http://www.ipl.org/div/books </li></ul><ul><li>http://www.gutenberg.org/catalog </li></ul><ul><li>http://www.ets.org </li></ul><ul><li>http://www.english-test.net / </li></ul>
    72. 72. The End

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