I used to be a radio listener. I not only listen to the Chinese radio programs but also English news programs like VOA and BBC when I was a college student. Every morning, I turned on my radio at 7:00 to listen to the special English program offered by VOA. That's the only time that I can listen to the program. It's kind of inconvenient for me because of this fixed time for getting the program. Podcasting is a great idea that to let the radio listeners get the programs they like whenever you want to. This technology makes the life much more easier for radio listeners by letting the programs come to listeners instead of letting listeners run after the programs. I can imagine how wonderful my life will be, when I wake up in the morning, put on my MP3 player which already received the programs that I like during the night. ESL teachers can take the advantage of these programs in their English classrooms. Tons of ESL podcasts are offered on the internet. For example, ESL Pod is one of the website that offer various kinds of ESL podcasts.
First, teachers can subscribe to the Podcast. After receiving these programs they can choose some related to their teaching contents.
Second, Taking one episode from ESL Pod as an example. Teachers can broadcast the program about Dinning at Restaurant when they teach the topic of dining. Let the students listen to it first.
Third, teachers can group students into smaller groups and let them talk about what they listened from the podcast and discuss the differences between the Chinese dining culture and American dining culture.
Finally, teachers can also ask student to listen to the podcast by themselves when they go back home and let them choose one of the podcasts they like and then broadcast to the class one by one in classes.
Showing posts with label technology. Show all posts
Showing posts with label technology. Show all posts
Friday, December 2, 2011
Friday, October 14, 2011
Using twitter to teach language
But how to use twitter in teaching is a question that educators need to think about. First, teachers should learn the technique to use this tool. In the article "The ultimate twitter guidebook for teachers", the author provides a detailed guidance to educators about how to use twitter. I think it is helpful for teachers to acquire the skills of using twitter. Second, teachers need to think about how to use twitter in their class. In another article named 28 creative ways teachers are using twitter, the author talks about 28 ways teachers can use in their teaching. Third, as an ESL teacher I want to provide ways of using twitter for language teachers.
No. 1-- Image discussion
Teachers can use twitter to create a hashtag by posting a picture on it. And ask every student to post their descriptions about the picture they see. This can create a good community for students to practice their writing ability and creative thinking.
No.2-- Group Story Making
This is another way to practice students' writing ability and creative thinking. Teacher can first start the story by one sentence, and then all the other students can put their own sentence to continue the story. In this way, the whole class can create their own story.
No. 3-- Questions Forum
To use twitter to create a daily questions forum, on which students can ask any questions they have for that day. Not only the teacher but also students can provide their own thinkings and answers on twitter hashtag. In this way, it is convenient for students asking questions and discussing problems they meet during studying.
Saturday, September 24, 2011
Don't use tech because it is there!
The name of the post on which I commented is Better 'the Five Ws' than 'Because it's there' in the blog named Blog-efl. I am interested in it because it raises a very important issue of using technology in one's classroom. I think it is good for us learners to think about questions like when do we need to use technology in teaching, why do we need to use it, will it be beneficial for us to use it. That's what the author talks about. There are people who use tech in their class only because it is there. Instead, the author argued that teachers need to make it clear when they present ideas for using technology rather than falling into the trap of 'because it is there'.
Also the author provides two ways to help teachers make it clear why they need technology. One is Sue's check-list and the other is five Ws.
Sue's list.
Teachers can also justify their using of technology by asking questions including: "1. Why use the technology? 2. Who is the technology best for? 3. What is the technology best used for? 4. Where should it be used? 5. When should the technology be used? 6. How should the technology be used?" (blog-efl)
I think these questions are helpful for teachers to examine their motivation to use technology in their teaching. Using these questions can ensure that teachers won't use technology for technology's sake and make the teaching more beneficial for students.
Saturday, September 17, 2011
SLA, Language Teaching, and Technology--my response to chapter 1
I really enjoyed reading the first chapter of Brave New Digital Classroom. In this chapter Blake first talked about why L2 students needs technology for their language study. Then He discussed the four myths or misunderstanding of technology in SLA. And finally the author gave us a brief review of SLA theories, especially Krashen's i+1 theory about SLA. By using Krashen's input hypothesis, Black pointed out his view that technology can facilitate SLA are grounded on the theoretical bases.
The FSI (the Foreign Service Institute) numbers of hours a L2 student need to learn a new language given by Black at the beginning of the chapter makes it clear that most of the L2 students don't have sufficient hours to study the language. However, according to my own experience, even the 1320 hours estimated by FSI are not even enough for a student to master a new language. I used to teach university students in China. All of them at least started learning English from their seventh grade and to the end of their high school. Six years of studying English would need them allot at lease more than 1200 hours to study English. However, their English is still far from satisfactory. One reason is, as Black stated, there is no sufficient contact for students with the target language. In the past ten years, internet and computer is not as popular as they are now in China, and also English educators has no idea of using Internet as their source of language teaching. Therefore, what students learned is the isolated language which has relationship with exam. Another reason is that since what they learned were isolated and only connected with their tests, most of the students lack the motivation of learning English. Lack of motivation is another problem for students.
For me, technology is a good way to solve both of the problems. Because of the internet, students now can feel that what they learned is not isolated. They study English in school and then find that when they go back home and get online, they can read the English website by using what they learned today or they can chat with their cyber friends who are from Australia. In this way, students not only have a good chance to get in touch with the language, but also will be greatly motivated by the things they can do through internet by using the language they learned. Furthermore, the language they contact with through internet is vivid and fresh English people use today. This also solves one of the dilemma of teaching language that what we teach are outdated language, which native speakers no longer use. Also, as the author mentioned technology for students who are brought up in the way of using these technologies would be "the preferred tool" (p.5) for them. This generation would feel much comfortable than us using technology in their life, for they are brought in this way.
I agree with the author of the four misunderstandings of using technologies in L2 education. However, I think there are some problems and misunderstandings which are not mentioned by the author. First, although it is good that students can get much more information through internet and technology, they need to learn to survive from the vast amount of information. Surely, it is good that we can get access to the information. Nonetheless, what people, especially our young students, need to think and learnt to survive from too much information. The skill that to get the information they need and not be drawn in sea of information is crucial for people in nowadays information explosion. Second, teachers might abuse using technologies in their language teaching. Though it is good that technology can facilitate language teachers for their classes, some teachers have the tendency to use too much in their classes. Some irresponsible teachers even play movies for the whole class without any lecture. I admit that watching target language movie is indeed a good way for students to practice their listening ability. However, I believe that it will be more beneficial for students if teachers can use movie as listening materials plus some guidance and instructions.
The FSI (the Foreign Service Institute) numbers of hours a L2 student need to learn a new language given by Black at the beginning of the chapter makes it clear that most of the L2 students don't have sufficient hours to study the language. However, according to my own experience, even the 1320 hours estimated by FSI are not even enough for a student to master a new language. I used to teach university students in China. All of them at least started learning English from their seventh grade and to the end of their high school. Six years of studying English would need them allot at lease more than 1200 hours to study English. However, their English is still far from satisfactory. One reason is, as Black stated, there is no sufficient contact for students with the target language. In the past ten years, internet and computer is not as popular as they are now in China, and also English educators has no idea of using Internet as their source of language teaching. Therefore, what students learned is the isolated language which has relationship with exam. Another reason is that since what they learned were isolated and only connected with their tests, most of the students lack the motivation of learning English. Lack of motivation is another problem for students.
For me, technology is a good way to solve both of the problems. Because of the internet, students now can feel that what they learned is not isolated. They study English in school and then find that when they go back home and get online, they can read the English website by using what they learned today or they can chat with their cyber friends who are from Australia. In this way, students not only have a good chance to get in touch with the language, but also will be greatly motivated by the things they can do through internet by using the language they learned. Furthermore, the language they contact with through internet is vivid and fresh English people use today. This also solves one of the dilemma of teaching language that what we teach are outdated language, which native speakers no longer use. Also, as the author mentioned technology for students who are brought up in the way of using these technologies would be "the preferred tool" (p.5) for them. This generation would feel much comfortable than us using technology in their life, for they are brought in this way.
I agree with the author of the four misunderstandings of using technologies in L2 education. However, I think there are some problems and misunderstandings which are not mentioned by the author. First, although it is good that students can get much more information through internet and technology, they need to learn to survive from the vast amount of information. Surely, it is good that we can get access to the information. Nonetheless, what people, especially our young students, need to think and learnt to survive from too much information. The skill that to get the information they need and not be drawn in sea of information is crucial for people in nowadays information explosion. Second, teachers might abuse using technologies in their language teaching. Though it is good that technology can facilitate language teachers for their classes, some teachers have the tendency to use too much in their classes. Some irresponsible teachers even play movies for the whole class without any lecture. I admit that watching target language movie is indeed a good way for students to practice their listening ability. However, I believe that it will be more beneficial for students if teachers can use movie as listening materials plus some guidance and instructions.
Saturday, September 10, 2011
Three ways to use blog in ESL classroom
Technology is changing people's way of life and education is not an exception. The younger generation is under a different experience of receiving information from their teachers, which makes this time a big challenging for educators. In order to narrow the big gap with students, teachers need to consider using technologies in their teaching so as to make the education adaptable and beneficial to their students in this age. To be an ESL teacher, we also need to think about using website tools in our language teaching. I personally view that the new technology will activate students passion and motivation for language learning and providing a innovative way of learning English to language learners. However, language educator needs to think about the details of using technology in classroom, like: Would this new way of learning beneficial?
How can L2 teachers use blog in their teaching?Would this new way of teaching appropriate? Here are my suggestions of three ways to use blog in ESL classroom.
No. 1-- By using blogs teachers can create an online learning community for student.
Actually this new cyberspace provide teachers a chance to create a new language learning opportunities to language learners outside classrooms. The traditional way of teaching make the communication outside classroom impossible for learners and teachers. However, blog provides a new platform for them to communicate opinion, discuss questions and share their learning experience. This is a good for way language learners to learn another language.
This would support the Standard 1.1 of national standard for foreign language education.Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
No.2-- Teachers can put authentic language articles on their blog communities for students to read.
It will be a good way for teachers provide good articles on their blogs. Students might be more interested in reading materials and articles in this way than in reading articles in the traditional ways, with which students are more familiar and comfortable with. In addition, other forms of materials can be posted in the blog, which can enhance students understanding in language from other perspectives. Another strong point is that students can discuss and share their understanding of the readings on their blogs not only with their peers but also teachers too.
This would support the standard 3: English for critical analysis and evaluation develops students' abilities to read, write, listen and speak in English to analyze and evaluate complex texts and issues.
No.3--Constantly blog writing can enhance students' writing ability in language.
Teachers can assign students a daily writing practice of keeping blogs. In this way, on one hand this can help students form a habit of writing and on the other hand with this writing habit, students can benefit a lot from it concerning their writing ability in their L2. The most important thing is that student might not view this task tedious and boring, for the viewing of their blogs from outside like their classmate, their friends, family members and even strangers other than only their teacher will motivate and encourage students in writing.
This would support the standard 3: English for critical analysis and evaluation develops students' abilities to read, write, listen and speak in English to analyze and evaluate complex texts and issues.
How can L2 teachers use blog in their teaching?Would this new way of teaching appropriate? Here are my suggestions of three ways to use blog in ESL classroom.
No. 1-- By using blogs teachers can create an online learning community for student.
Actually this new cyberspace provide teachers a chance to create a new language learning opportunities to language learners outside classrooms. The traditional way of teaching make the communication outside classroom impossible for learners and teachers. However, blog provides a new platform for them to communicate opinion, discuss questions and share their learning experience. This is a good for way language learners to learn another language.
This would support the Standard 1.1 of national standard for foreign language education.Students engage in conversations, provide and obtain information, express feelings and emotions, and exchange opinions.
No.2-- Teachers can put authentic language articles on their blog communities for students to read.
It will be a good way for teachers provide good articles on their blogs. Students might be more interested in reading materials and articles in this way than in reading articles in the traditional ways, with which students are more familiar and comfortable with. In addition, other forms of materials can be posted in the blog, which can enhance students understanding in language from other perspectives. Another strong point is that students can discuss and share their understanding of the readings on their blogs not only with their peers but also teachers too.
This would support the standard 3: English for critical analysis and evaluation develops students' abilities to read, write, listen and speak in English to analyze and evaluate complex texts and issues.
No.3--Constantly blog writing can enhance students' writing ability in language.
Teachers can assign students a daily writing practice of keeping blogs. In this way, on one hand this can help students form a habit of writing and on the other hand with this writing habit, students can benefit a lot from it concerning their writing ability in their L2. The most important thing is that student might not view this task tedious and boring, for the viewing of their blogs from outside like their classmate, their friends, family members and even strangers other than only their teacher will motivate and encourage students in writing.
This would support the standard 3: English for critical analysis and evaluation develops students' abilities to read, write, listen and speak in English to analyze and evaluate complex texts and issues.
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