This document discusses how educational computer games and CD-ROMs can help motivate and teach English to students learning it as a foreign language. It notes that students enjoy playing computer games and this motivation can facilitate language learning. Repetition in games helps with memorization, and interactive elements engage multiple senses and learning styles. Computer-based learning also benefits shy or easily distracted students by allowing individualized and comfortable practice at home.
Teaching English to Young Learners: Strengthening Teachers to Strengthen Stud...rickbales
On Sunday, August 29, JALT Omiya will present a workshop for English educators of young learners. We are proud to have three noted speakers and authors share their methods and teaching ideas with us so that we can grow as educators. Junko Machida (ESTEEM) will demonstrate the use of global issues in the classroom to help with elementary school English lessons. Rumiko Kido (MPI) will explain the benefits of using phonics to help students acquire English language in an enjoyable way. Aleda Krause (JALT TCSIG) will explain and demonstrate five steps to assist children to go from listening to speaking.
How to Teach Kids English
http://www.myqtbb.com -
In this ebook, we will be looking into some strategies that can help you out when you are teaching your kids English. There are also some tips that can make your job a lot easier. If you are keen to know how to teach kids English, please check out this ebook.
Teaching English to Young Learners: Strengthening Teachers to Strengthen Stud...rickbales
On Sunday, August 29, JALT Omiya will present a workshop for English educators of young learners. We are proud to have three noted speakers and authors share their methods and teaching ideas with us so that we can grow as educators. Junko Machida (ESTEEM) will demonstrate the use of global issues in the classroom to help with elementary school English lessons. Rumiko Kido (MPI) will explain the benefits of using phonics to help students acquire English language in an enjoyable way. Aleda Krause (JALT TCSIG) will explain and demonstrate five steps to assist children to go from listening to speaking.
How to Teach Kids English
http://www.myqtbb.com -
In this ebook, we will be looking into some strategies that can help you out when you are teaching your kids English. There are also some tips that can make your job a lot easier. If you are keen to know how to teach kids English, please check out this ebook.
A great book for teaching kids English. You'll see amazing progress in the half hour lesson. The young boy especially felt very overwhelmed but he managed fine. For more tips on helping kids learn English, visit our site: http://languagelearningonline.org/en/go-dog-go.htm
Learning English through pictures. Learning English vocabulary grammar using pictures.
3 extra websites
http://learningenglishvocabularygrammar.com
http://learningenglishvideospictures.com/
www.facebook.com/learningenglishvocabularygrammar
learn English with pictures pdf
English vocabulary with pictures pdf
English vocabulary with pictures and sound
vocabulary words with pictures and meaning
learn English with pictures pdf free download
English grammar with pictures pdf
English words with pictures pdf
Learning a language may be boring and unexciting for a few children. No matter whether you are a parent or a teacher, making these kids learn is a difficult task. This is because they don’t find the topic exciting enough and hence, are not able to pay attention during the learning process
A great book for teaching kids English. You'll see amazing progress in the half hour lesson. The young boy especially felt very overwhelmed but he managed fine. For more tips on helping kids learn English, visit our site: http://languagelearningonline.org/en/go-dog-go.htm
Learning English through pictures. Learning English vocabulary grammar using pictures.
3 extra websites
http://learningenglishvocabularygrammar.com
http://learningenglishvideospictures.com/
www.facebook.com/learningenglishvocabularygrammar
learn English with pictures pdf
English vocabulary with pictures pdf
English vocabulary with pictures and sound
vocabulary words with pictures and meaning
learn English with pictures pdf free download
English grammar with pictures pdf
English words with pictures pdf
Learning a language may be boring and unexciting for a few children. No matter whether you are a parent or a teacher, making these kids learn is a difficult task. This is because they don’t find the topic exciting enough and hence, are not able to pay attention during the learning process
Basic strategies for using a computer effectively in an ESL class setting.
Computers should be used as a language learning tool
Computers as a Language Learning Tool
The purpose of the study is to assess the effect of computer games on the proficiency of the B.Ed teacher trainees in using the conventional expressions in conversations. The role of technology in language learning has made outdated, drills, grammatical explanations and translation of texts, and the focus is shifted to communication based contexts. Recreational Computer Games make a positive impact on children’s subsequent performance after instructional tasks. Playing the games, children live in both physical and virtual spaces such as chat rooms, email, and communication. The tool to test their proficiency has thirty items. The achievement test has ten dialogues with three blanks in each for the students to fill them up. This is an experimental study with a single group design. After a stratified sample of 70 female and 34 male teacher trainees were exposed to some computer games involving fun and conversations for a week, they were tested for their proficiency. The tool was a standardized one. The levels of proficiency of the male and female teacher trainees were found to be average and above average. The‘t’test was applied. The proficiency of the female teacher trainees was found to be significantly higher than that of the male teacher trainees. The computer games have the potential to improve the cognitive, affective and psychomotor skills of the student-teachers.
Respond to two of your peers1.Mitzi McDowell222017 114518 .docxinfantkimber
Respond to two of your peers
1.Mitzi McDowell
2/2/2017 11:45:18 AM
The difference between conversational fluency, discrete language skills and academic language proficiency as defined by Cummins is simple.
As per Cummins (2007)
conversational fluency
is exactly that conversational English they have picked up on from daily interactions ex.”
on the playground, in the lunch room, on the school bus, at parties, playing sports and talking on the telephone”
.
When it comes to
discrete language skills
, ELL’s have an understanding of letters and how we make new words by changing the ending (-es, -ly –ing), but may not know when to or how to use properly.
And lastly
academic language
deals with listening speaking reading and writing the English language (Honigsfeld & Cohen 2015).
They all build on one another to form the complete understanding a student will need when being competitive in the work force / college level.
As an instructor it is important to know where our students fail, because it is important to know what our students understand and where they are.
It is an educator’s job to teach on a level of understanding and when they don’t problems arise when an educator thinks a child is proficient in a language when they can demonstrate good social English.
One negative implication for ELL students when teachers mix up their understanding of conversational language with academic language proficiency is test scores could be poor.
A student may be able to speak clear, but may not be able to read and understand the same language, and their grades will reflect disconnect of the two language proficiencies.
An activity that could be used in class for the conversational fluency is a game called It’s Your Turn: Teach a Class.
In this activity pair of students is given a grammar word, vocabulary or culture point and they will teach the class.
What I love about this activity, they have to work together and this will help both students get an even better understanding.
As the teacher observes they also get to ask questions to make sure content is given for full understanding.
I feel this will help with the conversational fluency students, because they will have to speak the content to the class and this may help them get a better understanding of a lesson. When people have to explain things to others it helps for more understanding, so the conversation skills they have obtained will get them through the lesson but also help moving to the next level of CALP (cognitive academic language proficiency).
www.
fluent
u.com/english/educator/blog/speaking-
activities
-for-esl-students/
An activity for the discrete language skills that will help building the skill is Bippity Boppity Bumble Bee.
With this activity, it gets everyone involved from beginning to end, it helps with noticing syllables within words.
It will teach them how to break words up even if it is unfamiliar words they encounter for the first time. The teacher will ...
The purpose of the study is to assess the effect of computer games on the proficiency of the B.Ed teacher trainees in using the conventional expressions in conversations. The role of technology in language learning has made outdated, drills, grammatical explanations and translation of texts, and the focus is shifted to communication based contexts. Recreational Computer Games make a positive impact on children’s subsequent performance after instructional tasks. Playing the games, children live in both physical and virtual spaces such as chat rooms, email, and communication. The tool to test their proficiency has thirty items. The achievement test has ten dialogues with three blanks in each for the students to fill them up. This is an experimental study with a single group design. After a stratified sample of 70 female and 34 male teacher trainees were exposed to some computer games involving fun and conversations for a week, they were tested for their proficiency. The tool was a standardized one. The levels of proficiency of the male and female teacher trainees were found to be average and above average. The‘t’test was applied. The proficiency of the female teacher trainees was found to be significantly higher than that of the male teacher trainees. The computer games have the potential to improve the cognitive, affective and psychomotor skills of the student-teachers.
Comparative study of traditional learning and Mobile learning.pptxDhruvita1
Traditional learning and mobile learning are kind of trends today for young generation. Mobile is very useful tool for the teacher to use inside the classroom.
Week 1Hi my name is Gloria, I am sixty three years old, and I pl.docxmelbruce90096
Week 1
Hi my name is Gloria, I am sixty three years old, and I plan to graduate in October of 2016 with a Bachelor degree in Organization Manager. I have taken my entire course for my degree I am working on my elective course so I decided to take a minor in child hood development. I thought that it would be a good course since I have work with children all my life, raising ten children and only three from nature birth. I now work with Garland independent school district and come in contact with children every day. I community with people through knowledge, everyone come to me for advice, I listen to everyone problem and try to give the best advice possible and if I don’t have the answer we try to investigate and come up with the right one. I love helping people in any way that I could, planning on retiring from my job that I have been on for seventeen years with the school. After I retire if I have to go back to work I am leaning toward benign school counselor or an adviser working with children. That is if God allow me to do it.
Week 1 pt. 2
In the early childhood classroom, silence is not golden. Spoken words are opportunities for learning that should take place throughout the day - especially during conversations between children and between teachers and children.
Human language is a remarkable way to communicate. No other form of communication in the natural world transfers so much information in such a short period of time. It is even more remarkable that in three short years a child can hear, mimic, explore, practice, and finally, learn language.
Language learningthere is no genetic code that leads a child to speak English or Spanish or Japanese. Language is learned. We are born with the capacity to make 40 sounds and our genetics allows our brain to make associations between sounds and objects, actions, or ideas. The combination of these capabilities allows the creation of language. Sounds come to have meaning. The babbling sound "ma - ma - ma" of the infant becomes mama, and then mother. In the first years of life children listen, practice, and learn. The amusing sounds of a young toddler practicing language (in seemingly meaningless chatter) are really their modeling of the rhythm, tone, volume, and non-verbal expressions they see in us.
Language -with all of its magnificent complexity- is one of the greatest gifts we give our children. Yet, we so often treat our verbal communication with children in a casual way. It is a misconception that children learn language passively. Language acquisition is a product of active, repetitive, and complex learning. The child's brain is learning and changing more during language acquisition in the first six years of life than during any other cognitive ability he is working to acquire. How much easier this learning process can be for children when adults are active participants!
Adult’s help children learn language primarily by talking with them. It happen when a mother coos and ba.
Creative Languages and Art – Powerful Drivers for Intergenerational Learning aliceproject
Creative Languages and Art -
Powerful Drivers for Intergenerational Learning
Case Study “A Travel to Amazon Jungle”
(Activity included in 2013 “Know more, be better” school program)
Ivona Sorana Funaru, Program Manager Atelierul Cu De Toate
ivona@atelierulcudetoate.ro
Iuliana Donea,
Teacher 1st grade
–
Kindergarten No. 283, Bucharest
Donea_iuliana@yahoo.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
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June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
1. New Trends in (Adult) Teaching
SimonaPisoi, C.N. Carol I Craiova
simonapisoi@gmail.com
Abstract
One of the main problems in teaching English as a foreign language is motivation. The use of technology in
the classroom has turned into one of the foremost dynamics to help teachers raise awareness and stir
motivation. The present paper aims at giving a major account on how ICT use can facilitate consolidation of
main skills as well as long lasting practice of English.
Key Words
Education, English, ICT use, skills
Introduction
“He spends all his time playing computer games! He won’t do his homework!”
It’s a common complaint these days: teenagers spending too much time playing video games.
Nevertheless, not all video games are inadequate for students. In fact, educational computer games
can reinforce classroom learning. And CD-ROMS help students learn English at home because they
are effective on several different levels.
One of the most important factors in learning a second language like English is motivation. As
any parent who has watched a son or daughter on the computer knows, teenagers love to play
computer games. They enjoy playing games like hangman on the computer, and sometimes they
have so much fun, it seems unlikely they are learning. But just because it is fun, it doesnot mean
they arenot learning. Our minds are programmed to learn, to understand new ideas, to grow; we find
enjoyment in learning. Learning is fun! Because computer games are fun, people become motivated
to learn English, whether it involves listening to instructions, matching words to pictures, reading,
spelling, or solving a maze. And typically, the person gives these tasks his or her full attention
which makes the experience of learning English productive and best of all, fun!
So now that we have our students’ attention, what specific features of computer games help them
to absorb the language? You may have noticed that people are happy to play the same computer
game over and over again. This aids in learning English because repetition is a key factor in second
language learning. When a person plays games such as hangman or crossword puzzles, he or she
builds vocabulary and practises spelling. Playing these games repeatedly helps the subject involved
to memorize new words. When using a CD-ROM, youngsters usually choose a few games as
favorites, play them again and again, and eventually move on to new games, in this way, controlling
his or her own learning and progresses at his or her own pace, naturally.
CD-ROMs provide children with a sense of empowerment. In daily life, learners often hear
things like “You’re too little to do that,” or “When you’re older,” but on the computer, the child
sees results after coloring in a picture or feels a sense of accomplishment after putting the days of
the week in order. By mastering general computer skills like using the mouse and keyboard, and
navigating around the computer screen, anyone develops a sense of control. And playing games in
English reinforces specific skills such as learning to read from left to right and top to bottom, and
using the English alphabet. Developing general computer skills and English-specific skills prepares
children for the future.
Interactive learning is another beneficial feature of educational computer games. For example,
let’s say we have a simple matching activity where pictures of animals are paired with word labels.
In this activity, the child clicks on the picture of a dog and hears the word 'dog', then he or she finds
the text 'dog', clicks on it, and hears the word 'dog'. He or she then drags the correct word to the
correct picture and hears the word 'dog' again and the dog barks. In this example, audio supports the
image (the dog picture or the word 'dog') in a direct way that the child can understand when
2. learning at home. The act of moving the word to the image engages the child’s attention more
actively than sitting back while a teacher reads the word and points to a picture in a textbook.
Interactive learning is like the old saying: “I hear and I forget, I see and I remember, I do and I
understand.”
Because computer games appeal to multiple senses, they address different learning styles. When
playing a game, children hear and see English and are typically required to move letters, words, or
pictures using the mouse. This combination of listening, seeing, and movement boosts the child’s
experience of the language more powerfully than a textbook alone because it activates several
senses at the same time. In this way, a child with good audio skills and another child with good
visual skills can each use his or her own individual strengths to complete a task.
Computer-based learning is helpful for some emotional styles of children as well. For the shy
child, learning in the safety and comfort of his or her home is very valuable. He or she can play
games repeatedly to gain mastery over activities that are more challenging to understand. He or she
can repeat words out loud, sing along, and feel free to click around the screen of the computer,
unashamed to make mistakes. For the child who is easily distracted, working on the computer may
help him or her to concentrate better than in a classroom of peers.
All this is not to say that CD-ROMs are a replacement for learning English in a classroom
setting, they merely help reinforce the learning that goes on there. That being said, computer games
provide children with a sense of empowerment, as they can learn English at their own pace.
Computer games reinforce classroom learning by helping children to remember vocabulary and
structures, and by previewing new language. If the key to learning English is repeated exposure,
then the engaging nature of educational computer games is certainly a wise investment of a child’s
time.
Teaching students to be literate is a high educational priority throughout the world. Though this
area is one of our greatest priorities, it is also one of our greatest challenges. The classroom
environment has changed from many years ago. Teachers face the challenges of a large population
who do not speak English and have high transient rates.
For this large population, becoming proficient in a new language is a very difficult transition.
This process can be frustrating and sometimes painful. Students learning a new language need as
much language support as possible. Those who have taught students learning English as their
second language know that any language support is helpful for their language acquisition. English
language learner (ELL) students need a variety of language experiences. They need to hear
language, write language, speak language and read language.
We believe that computers can play an integral part in providing ELL students with valuable
language experiences as they learn a new language. This article focuses on how computer-assisted
instruction (CAI) can be a supplemental teaching tool for teaching English language learners.
Additionally, a discussion of the benefits that have been found in using CAI with ELL is also
provided.
Verbal Interaction
According to Liaw (1997), teachers should offer English language learners a language-rich
environment in which students are constantly engaged in language activities. Children need to be
able to interact with each other so that learning through communication can occur. Computers can
facilitate this type of environment. The computer can act as a tool to increase verbal exchange. In a
study conducted by Liaw (1997), computer books were used to investigate whether computers
increase verbal interaction between students. These computer books are interactive stories that
appear on the computer screen as an actual book with text and illustrations. There are also a variety
of interactive choices students can use to read the story, including: real voices that read aloud,
music, and sound effects. The story is also highlighted so readers can follow along with the text.
This study was conducted by videotaping student interactions while using the computer books.
Students were arranged in groups of three to read the stories. Their types of speech used with each
other were analyzed. Even though the children had limited English language proficiency, they
engaged in various modes of language functions to accomplish their reading of the computer books
(Liaw, 1997). They made many commands to each other. The amount of computer related talk and
3. story related talk was measured. Initially, there was a lot of computer related talk, but as the
students became more familiar with the format of the stories and software, their talk became story
related in subsequent sessions. Overall, the study concluded that verbal interaction and the use of a
variety of language functions by English language learners can be facilitated by the use of the
Vocabulary Development
One way to use computers for English Language Learners is to teach vocabulary. Kang and
Dennis (1995) write, "Any attempt to treat vocabulary learning as learning of isolated facts
certainly will not promote real vocabulary knowledge". Students need to learn vocabulary in
context and with visual clues to help them understand. Computers can provide this rich, contextual
environment. The computer also allows students to become active learners in a one-on-one
environment. Computers can incorporate various learning strategies as well as accommodate a
variety of learning styles.
In a study done by Kang and Dennis (1995), an investigation was conducted to determine
whether or not the use of computers facilitates the vocabulary development of beginning English
language learners. The study was conducted in Seoul, South Korea. The fifth grade students
learning English were assigned to three different groups. The type of studies done by the three
groups were: definitions, picture, and context. The group studying definitions was given the English
word with the definition written in Korean. This group relied mainly on rote memorization. The
group studying pictures were given the definition as well as a picture. The third group was given a
situational context employing the English word first and then given the definition and picture.
Initially, the picture and definition groups did much better than the context group. However,
after a few sessions, the context group's scores surpassed those of the other two groups. There was
also a test given at the end of the treatment sessions to test for retention. For this test, the context
group scored significantly higher than the other two groups. Kang and Dennis (1995) concluded,
"the Context group subjects needed a period of time to get used to their instructional treatment
before they could take advantage of this more engaging type of instructional approach". In the end,
the contextual approach proved to be much more effective in promoting long-term recall of
vocabulary. This learning process was made possible and more effective by the use of computers
(http://eslus.com/LESSONS/VOCAB/voc3.htm).
Reading
There are several ways in which technology can be used to improve reading ability.Most simple
reading texts are also very primary in content. Older children may consider themselves too old to be
reading such primary content books. Computers, however can increase the interest level for older
students while keeping the text simple and easy to read. Another benefit of using computers for
reading instruction is that the computer offers immediate feedback on performance. They also can
provide added practice when necessary. According to Case and Truscott (1999), students have been
able to improve their sight word vocabulary, fluency, and comprehension. Computer based reading
instruction also allows for "increased interaction with texts, attention to individual needs, and
increased independence through an ability to read texts they would not otherwise be able to read"
(Case & Truscott, 1999).
Technology can also be used to improve parent involvement in their child's education while
improving the parents' literacy as well. Landerholm, Karr, and Munshi (2000) created a three year
program in Chicago with four specific goals to help parents: become involved in the school
community and become comfortable on campus, enjoy reading and writing alone and with their
children, understand science and computer technology, and improve their own literacy. This project
was as much for the parents as for the child. The computers were the drawing factor for the parents
to become involved in the program, though they were not used initially. The program began by
using other forms of technology such as photographs. Photos were taken at field trips and special
activities. Parents and children then created a type of memory book using the photos and written
text about the pictures. This eventually evolved into scanning the photos and typing the text onto
the pages.
4. In the Landerholm, Karr, and Mushi project, students also created book reports with their parents
on the computer. Current software allows for much creativity, such as including sounds, video, clip
art and photos into the text of the report. Doing the book reports encouraged the children to read
more and more books. One child in the program read nearly 300 books in one year (Landerholm, et
al. 2000).
Computer software and games provide many fun opportunities for students to practice literacy
skills. There are numerous software packages for improving spelling, phonics skills
(http://www.starfall.com/), grammar and sight word vocabulary. When English Language Learners
are learning their second language, any and all language experiences are valuable to assist in
reading ability.
Writing
As demonstrated, computers and software can help English language learners develop
vocabulary skills and knowledge. Computers can also help ELL students develop their writing
skills. Lewis (1997) recommends that composition for beginning learners should be a guided
activity so students do not become frustrated. Writing paragraphs in a language that is still
somewhat unfamiliar to students can be difficult. When using a computer, however, the use of
graphics can make this much more enjoyable. Using clip art can also help students to convey their
thoughts more clearly.
MireiaTrenchs (1996) performed a case study of three students learning Spanish as their second
language. The study was done in New York City. Trenchs used electronic mail as a medium of
instruction to improve writing in the students' second language, in this case, Spanish. Students
voluntarily engaged in e-mail transmissions with Trenchs. They were not graded on their messages,
nor was their participation mandatory at all. The goal was to allow students to improve their writing
skills in a way that is communicative and a part of their everyday lives.
The first case study was very interesting. Trenchs (1996) described many aspects of electronic
mail that Latoya used to help her in her writing. Latoya often kept the e-mail from Trenchs on the
screen as she answered. This allowed her to use the vocabulary from the questions posed by
Trenchs to answer the questions as well. She also would scroll up and down between the messages
when she was finished in order to check her work. The messages from Trenchs served as guidelines
for organizing Latoya's writing. Latoya also used a combination of written information sources.
She would combine the phrases from the e-mails from Trenchs with the Spanish she had learned in
class and the information found in the dictionary to write her e-mail messages and responses. One
other advantage of electronic mail that Latoya employed was saved mail. She would sometimes
respond to old mail a second time when there were no new messages from Trenchs.
In the study by Trenchs (1996), the second case study of Malika was very different than the first.
Malika enjoyed using technology, however, it was relatively new for her. Malika wanted very much
to communicate in her second language, however, she was hampered by her own knowledge of her
language limitations. She also relied heavily on written resources, such as a dictionary. Malika was
excited about writing, and was learning quickly to speak in her second language, however, she was
looking up every word she wrote in the dictionary. When using the dictionary, she would not retain
the vocabulary she looked up. After she typed it, she would forget what it said. Malika's writing
skills using electronic mail showed that students need adequate instruction in writing before using
computers as a supplement to the curriculum. Often, the student needs to feel confident in their new
language before putting it into print.
Trenchs (1996) third case study was an average student in the Spanish class named Shanaya. She
was an active participant in class and took every opportunity to practice speaking Spanish outside of
class, but she wrote little in Spanish. When using e-mail, Shanaya chose to read the incoming
message and use her dictionary as well as pencil and paper before responding. She preferred to
write first before typing. She also used many phrases in her e-mail that she had learned in class
previously. Both of these strategies were excellent for writing in a second language.
Trenchs (1996) ultimately discovered that using electronic mail as a supplement to the classroom
curriculum can be effective. The students voluntarily used the e-mail. They were self-motivated to
use their new language in a new and creative way for them. One of the benefits of using electronic
5. mail included the scrolling feature that allowed the students to view the incoming message and use
its structure as a model for creating a response. The scrolling feature also allowed students to easily
edit and revise. The major benefit of using e-mail as a language learning activity is the fact that
students are using meaningful language and authentic text.
According to Lewis (1997), grammar skills can also be demonstrated and reinforced using
computers. The teacher can direct students to somehow highlight a specific part of speech (e.g.
nouns) throughout their writing. To highlight, students have a lot of choices, such as underlining,
italicizing, or changing the font size, color or type. Using a computer as a medium for studying
grammar is much more motivating for a student as opposed to writing with a pencil.
Conclusions
Computer-assisted instruction has been shown in a range of studies to facilitate learning in a
variety of ways. Computers can be used to aide in teaching English Language Learners in core
academic subjects, such as reading and writing. Computers can aide in vocabulary development as
well as verbal language development. Ultimately, however, it is important to recognize that
computers are not a substitute for effective teaching. Computers are a tool--they are simply one type
of supplement to the regular curriculum in teaching English Language Learners as they develop
their English language skills.
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