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M. D.
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English learners need a variety of language experiences. They need ro hear
language, write language, speak language and read language. Computers can
play an integral part in providing English learners with valuable language
experiences as they are acquiring a new language.
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Grade Levels: 9-12 • ContentA.reafTopic: French. itrt· Length of Time: One 5effiester
Detennine relative advalltage
The French teachers at Sabine High School all agreed that
their students needed more practice writing in French.They
had tried various kinds of writing assignments, but students
always seemed to do the minimum required and their fluency in writing the language remained low. The teachers
agreed that students would be more motivated if assignments were in a more authentic environment and allowed
students to see and respond to each other's work, thus genenting more awareness of the quality of their written
communiC3tion. While visiting another school, one of the
teachers saw a project for Spanish blnguage students that
seemed to fulfill all of these requirements. The teachers at
that school held a Spanish art identification contest using an
online discussion board.They would POSt images of Spanish
artWOrks, and students had to identify and discuss the art·
work en Espana!. Students who were first to do the re·
quired written descriptions for a given artWork earned
points, and the students who accumulated the most points
won recognition and prizes.The Spanish teachers said that
the strategy worked well for students just learning English,
as well. Also, it helped immerse students in some of the
background culture of countries whose languages the students were learning. Because their school had a Blackboard® online course management system that all teachers
and students could use via the Internet from any location,
the French teachers decided to implement the project using discussion forums on that system.
on p ectives and assessments
The French teachers wanted to make sure the expectations
for the activity were clear to students and teachers alike, so
they agreed on the following objectives and assessment
methods to measure students' performance:
Outcome: Participation in online forums. Objective: All students must access each of the forums and
post all of the required descriptions. Assessment: A
checklist of items students were reqUired to post
about each artWork, with points for each posting and
extra points for being first/second to identify and describe the artwork.
Outcome: Amount and quality of writing. Objective:
All students will demonstrate improved writing in
French by achieving a 90% rubric score. Assessment: A
rubric to assess the quality and quantity of students'
writing in French.
Outcome: Knowledge of French art. Objective: Each
student must score at least 80% on a short-answer test
of French art and culture. Assessment: A pre· and
post-teSt consisting of questions on French art and culture represented in the forums.
mtegrabon strategies
The teachers knew that it would take some time to review
students' French language skills, prepare content and procedures for the forums, and get students used to using them.
They decided to take the first part of the year to prepare for
the project and implement it after the winter holiday break.
They designed the following sequence of activities to prepare
for and carry out the project:
August-December: Assess students' language skills
and target vocabulary, grammar; and usage weaknesses
for each student to address. Use interactive software
and special projects (e.g., preparing a French menu, giving directions en Fram;.ais) to give individual practice in
usage and vocabulary. Prepare artwork graphics to place
on the forums and do administrative tasks to use online
forums (see Phase 4\ for details).
January: Introduce the Blackboard environment and
the art identification taSks. Assign the first forum as a
practice to iron out any logistical problems. Go over the
items students are required to post about each artwork
and review assessment strategies. Point out to the stu·
dents that they can see each other's postings and can
challenge each other Ofl their written grammar, spelling,
and usage in their French communications.
February-April: Introduce one online forum for
credit each month. Assess each and review the answers
on the forum at the end of the month.
May: Review points won, do student recognitions. and
award prizes.
Phase 4: ~ 4'-'
'nstructioniJ environment
The teachers knew that setting up the project would be more
work the first time they did it. so they divided the following
tasks among themselves to lessen the load on each of them:
Setting up forums: They obtained the required in·
formation about how to create discussion forums and
set up one forum for each month. Each student had to
have a unique Sign-on, so they made a list of students,
created usemames and passwords for them, and entered
them into the system.
Preparing content for assignments: They selected a
set of paintings and sculptures for each forum, making sure
they represented various French-speaking countries and
cultures they had studied. For each forum, they wrote a set
of questions to be answered about the artworks.
Preparing assessments and handouts: They created
the checklists and rubrics they would use to assess student progress.. They also prepared a handout describing
the project and giving the URls for accessing the system.
Ensuring student access: They had already confirmed that most students had lntemet access at home.
However, to make sure everyone had adequate time and
;tccess whenever they W;tf\ted (so they all had equal
chance to be first with the correct. answers), the teachers designated times in their classrooms and in the language lab when students could get online.
ua
and
Teachers observed that students posted increasingly faster in
each forum and most wrote more sentences each time.They
also confirmed that there were more challenges to students'
written language with each successive forum. The post-test
on students' art and cultural knowledge reflected substantial
improvement over the pre·test results. When the teachers
interviewed the students, it was apparent all were enthusiastic about the project, with a few exceptions. Some students
had no Internet access at home or had to share access with
family members.They felt it was unfair that others had more
opportunities than they to look up and post answers. The
teachers decided to designate more time in each forum for
lab work so that all students would have the access they
needed. Students also suggested that the competition be by
class instead of across classes, giving more students opper·
tunities for winning awards. The teachers decided that the
project had worked so well that they would expand it to include musical works by French composers next time.
OaJ£CnVES
After reading this chapter and completing the learning activ·
ities for it, you should be able to:
I. Identify current issues in English language learning (elL)
and foreign language learning that may impact the
selection and use of technology.
2. Describe key strategies for integrating technology into
ELL and foreign language curricula.
3. Identify example software and web resources reqUired
to carry out each integration strategy.
.... Create instructional activities for Eli and foreign
language instruction that model successful integration
strategies.
KEY TERMS
American Council for the Teaching of Foreign Languages
(ACT'L)
basic interpersonal communication (BtC)
cognitive academic language proficiency (CALP)
English as a second language (ESL)
English language development (ELD)
Teachers of English for Speakers of Other Languages
(TESOL)
For more information on Key Terms, go to the Key Terms module for this chapter of the Companion Website at
http://www.prenhall.comlroblyer.
Issu£s
AND PROBLEMS IN -ELL
AND fOREIGN LANGUAGE INSTRUCTION
Although bQ[h involve foreign language.~, the issues thar
shape the ELL educational environment are very different
from those for foreign language learning. Both are discussed
in rhis scaion along with how technology responds to and
helps address me requirements in each of these areas.
Challenges Presented by Diversity
M the U.S. population becomcs morc diverse and a grow·
ing minority population CntCtS school in overwhelming
Chapter 10- Technology in English Language Learning and Foreign Language Instruction
309
numbers, teachers face a continuing challenge to teach
English [Q students of other language backgrounds while
meeting academic srandards mandated by the state and local school districts. Teachers often ft..-el ill equipped to
teach students who do nor have a command of the Eng-
lish language.
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In addition, many states have begun to reduce or discontinue bilingual classroom settings, in which students
are taught in their native language. Instead, they arc
placed into English immersion classes in which instruction is done entirely in English, and there arc great variations in SUPPOTt offered to those just acquiring the
language. Many English as a second language (ESL)
students arc not literate in their first language, which
compounds the ptoblem. These students must be taught
to read, so in English immersion classes, [hey are learning [0 speak and read English at the same time. Teachers
often have students in their classrooms with many differem home languages.
Federal mandates for ESL instruction require that
students be grouped by language level and have their individual needs addressed. ror example, in a single classroom rhe reacher may have to address the needs of
srudems at four different levels of English developmem.
Some schools have addressed this challenge by using a
"deploying" or pullom strategy, which means that all
students of a certain English language development
(ELD) level are sent from their home class into another
class where instruction is geared to their specific level of
performance.
Technology resources can help meet [he needs of smdents at varying It.:vcls of English development, supporting
their acquisition of both oral and written skills. Oral and
written language practice programs can give individuals
simulated authentic practice while the teacher is working
with students at other levels of development. With the
new multimedia programs that include actual spoken
models, ESL smdents can use the compurer to help them
practice their oral English language production. Grammar
check programs allow students to receive instant feedback
on their use of vocabulary and verb tenses as they practice
their written English.
Because so many teachers do not speak the home
languages of [heir students, the use of programs to help
students translate unknown English words or provide
scaffolding in rhe studems' home language is valuable
for [he studem and teacher alike. Many of the new
programs allow the teacher to use a vocabulary list specific to future lessons to help prepare students to be
more successful in participating in English immersion
classrooms.
310
Machine translation tools, when used
appropriatcly;ean be a wIuable learning -and
prodllGtivi[)l aid. for srudems learning a sccpnd
language, language uauslation tools ate helpful
for exploring new words and phrases. For
students whose first language is nOt English,
language (ools arc often helpful for converting
information in ordet to help them n"ake sense
of the topic when they do nOt know specific
English words. Among the most common free
language translation tools-on the.. web are these:
• Babel Fish (http://world.altavi~ra.com)
• Free Translator (htrp:llwww.
free-translator.com)
• Free Translation (http://www.
freetranslation.com)
• World Lingo (lmp:IIv..'WW.
worldlingo.com)
In addition, the Google search engine site
provides an array of language tools (hup:!1
"'i""w.google.com/languagctool.s?hl=cn) that
on be used for translating tcxr.Q'i'j.''l:b pages,
and it offets options for presenting the
Google interface in a native language or
accessing a native language Google search
engllle.
language learning Versus Language
Acquisition in Foreign language Programs
Students in the United States traditionally have a low success rate in foreign language learning. Many of the students in high schools across the natiOn take a foreign
language for several years but do nO[ maSter either the
speaking or reading of the language at any acceptable leveL
In his research, Stephen Krashen (1982) has differentiated
among (l) the learning of a language; (2) the study of the
vocabulary, grammar, syntax, and rules and the acquisition of a language; and (3) being able to speak and write
the language fluendy. Several noted linguists concur that
www.prenhall.com/roblyer
the acquisirion of a second language requires practice in
verbal and wrinen interactions in meaningful COntexts
(Cummins. 1986; Krashcn, 1982; Swain, 1993.)
In addition. Cummins (1986) helps us undemand language acquisition by defining the levd and complexity ofthe
language that is acquired. Basic interpersonaJ communication (BIC) or social language: is acquired mainly through
verbal interamons in social settjngs. Cognitive academic
language proficiency (CALP) is the mo~ complex language that students must understand before they can benefit
in a meaningful way from reading or engaging in academic
discussions in the language. These differentiations explain
why srudents can ofren engage in simple, social conversations in a language but cannot understand more complex
wtitten and oral communications. 'ICchnology can provide
the support necessary to facilitate the acquisition ofa foreign
language in many of the same ways as it can support English
acquisition in students learning and acquiring English.
Standards from TESOl and ACTFl
Teachers of English for Speaken of Other Languages
(TESOL), the national organization for fo~ign langu~
teachers, has established national standards for English
language learners. Thcx standards address me different
purposes of language: social and academic. The standards
also address the importance of using the appropriate register (voo.bulary and formality of speech) in differing situations, as well as the need for English learners to adopt
self-monimring strategies for improving their own oral
and written production. The standards are presented by
grade level: preK-3, grades 4-8, and grades 9-12. They
also include sample progress indicamrs for the different
grade levels and classroom vignettes demonstrating ways
of addressing the standards in the classtoom.
Standards for foreign language acquisition were dc:veloped jointly by a number of professional organizations and
arc also available at the American Council for the Teaching of Foreign Languages (ACTFL) website. Although
these standards are written with English learners in mind,
the same ideas apply to the acquisition of a foreign language
by Engl.ish speakers. While the foreign language: standards
look very similar to the ESL standards in the area of com·
munication, the foreign language standards also address four
additional areas: a.aItures, connections, comparisons. and
communirics. These standards also include sample progress
indicuors at grades 4. 8, and 12 as well as sample learning
scenarios with reflection on the practices presented.
• TFSOL standards (hrtp:llwww.tcsol.orgl)
• ACfFL foreign language standards (http://www.
actfl.orgl)
Many online resources and compmcr programs support studems learning English, French, German. or any
other language. To use these resources effectively, the
teacher must be familiar with the purposes and approaches of the programs and sites and. most importandy, must match resources carefully to instructional
needs. The most importam thing a teacher can do in
choosing technological supports for students is to be ob·
servam, recognize the individual needs of each student.
and choose technology resources to meet the needs and
language development levels of the indjviduals. The good
news is that most of the technology resources have easy
ways to identify the levels of the activities. Many of the
site.~ and programs can be adapted for specific needs as
well as very specific vocabulary.
T£C+lNOLOGY INT£GRATlOtl
STRAT£GI£S fOR -ELL AtlO
fOR£JGtl LAtlGUAG£ ItlSTRUCTlOtl
A variety of technology-based strategies are available to
support both ELL and foreign language learners. These
strategies include support for authentic oral and written
practice. language subskiU practice, presentations. text
production. vinual field trip immersion expe.riences. vir·
tua.I collaborations. and productivity and lesson design
support for teachers. Many teaching resources are also
available to help teachers prepare lessons. See a summary
of these strategies and rcsources to support them in
Figure 10.1. Also sec the lop 7~n feature on page 314 for
additional strategies.
Support for Authentic Oral
and Written Practice
Resources to suppOrt strategies for oral and written practice include the following:
• Multimedia. so&ware and interactive storybooks These are designed to support language acquisition and
vocabulary devdopment and have several strengths.
First, these programs allow teachers to individualizc instrumon for the students' diffcring language levels. Second. they give students an opportunity to interact in
English authentically in a less stressful environment. Interactive books are a good example of using technology
in this manner. These books appear on the screen and
the srudent can set the program to read the book aloud
as the srudem foUows along. This gives the reader the
chance to see the word and the illustrations. and to hear
the words pronounced. The reader can opr to read the
Stol)' unaided, [Quclling a word with a stylus when a
Chapter 10 - Technology in English Language Learning and Farelgn Language Instruction
311
Figure 10.1
Summary ofTechnology Integration Strategies for Ell and Foreign language Instruction
Technology
Integration Strategies
Support for authentic oral
and written pncti<::e
t..EAPffl.OG ~ the
LeaPfrog Sd><>olHouse logo. and
l.ANQ.W;l; Rf(ST! are ndemarb or
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Ent~ Inc. C t&pfros Enterprise$,
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• HeI.ps incflVidf.gJae instructioo for
students' differing bnguage bds.
Helps students: intemalize word
meariings and give additiona.! pnctke in using the new words..
Gives practice in following or.aI
EngUsh direction and reading and
responding in written Engftsh.
• Builds listening competence.
c:>
Transparent
Language
Counesy of Tnnsparent ~ Inc.
Language firs[! and other itltef"aaive resources from ~frog SdlooIHouse
http://wwwJeapfrogschoolhom
Oifford fnt~ books from Scholastic:
http://teacher.schobstk.com
Other interacti¥e stOrybooks -at BAB
"""'"
http://_..sundhagen.comfbabbooks
Randall's Cybel" listening tab
http://_.esl-tab.comJ
internet Picture Dictionaries
http:l"www.Endwttedlcarnin~comJ
hnp:J/wwwJeapfrogschoolhouse.com
Support (or practice in
language subskills
Sample Resources
and Activities
Benefits
Dictiona .html
Provides intense practice In specific
language skills and vocabulary seu.
Corrects common errors being
made by the students.
Incorporates vocabulary currently
being swdied in class.
Practice programs: Rosetta Stone Software (http://www.rosettastone.com)
and Transparent Software
(http://www.tr.lnsparent.com)
Idioms and slang
http://www.stuff.co.uklphrasal.htm
http://www·U"anSPMfllt.coml
Presentation aids
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• "Helps reduce students' streSS and
focus thelr presentatic>m.
• Teaches valuable skills in making effective presentations.
Hakes classroom presentations
more understandable and
intereSting.
• See presena.tion aids available from the
Telus leaming Coonect:ion
hup://www.2Jfwn.ca
Digital c:amens and scanners
://www.2Iearn.ca
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Support for text production
•
courtel)'
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http://www.translation.net
VirtuaJ field trips for
modified language
immersion experience
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Supports authentic use of language
in creating journals, descriptions of
experiences, oral reports. and research projects.
Supports correct usage with grammar checks, correct spelling (spell
checks), and reminders to employ
good style.
• Offers expanded opportunities for
language acquisitiofl.
• AfIows swdenu to ..... isit.. k>atioos
Mld ~ experiences that wouldn't
be available to them otherwise.
Foreign language word processing and
other tools at Translation.net
http://www.translation.net
Internet Picture Dictionaries
http://www.p<lictionary.com
Also see Technology Integration
Idea 10.1: Word Processing in Early
Foreign language Learning
• Tramline field trips
h1:qJ:I/www.tramline.com
The Virtu.! Geography Department at the
University ofWisconsin
hnp:J/www.uwsp.edulgeo/proiectsI
virtdeptMt..html
Also see Technology Integration
Idea 10,2: CyberTraveling in the loire
Valley
11
(continued)
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312
Figure 10.1
(continued)
Productivity and lesson
design support for teachers
Saves teacher time in locating
and preparing lesson ideas and
materials.
httpJ/www.esl.net
prompt is needed. Many of these programs have additional learning games attached, using the vocabulary
and illustrations from the storybook leapFrog SchoolHouse has a variety of these books available.
Leapfrog also has programs available in french
and Spanish, and one producr gives suppOrt in five languages, including Lao and Hmong. Leapfrog School~
House's Language First.ffM program is suitable for
grades K-5 and provides 36 theme-based. interactive
books written at four language development levels.
Scholastic has a number of titles available in interactive
storybooks including the Clifford books. Many ofthese
interactive book programs emphasize crucial vocabulary games to help the student internalize the word
meanings and give additional practice in using the new
words encountered in the storybooks. See components
of leapFrog SchoolHouse's Language First! program in
Figure 10.2; links to these and other interactive story~
book resources are listed in Figure 10.1.
• Learning games on bandheld computers
LeapFrog also has learning games appropriate for
ESLnet
http;lIwww.esLnet
The Intercultural Development Research
Association
http://www.idra.org
The EST Internet Group
http://www.esl-group.comltres.html
Telus Learning Connection
http://www.2Iearn.ca
Translations sites
httpJ/babelfish.altavista.com
Ohio University site;
http://www.ohiou.edu/esllenglish/
voc.abulary.html
Integrating ESL into the curriculum
http://www.teach-nology.comltutorials/
teachinglesll
older language learners. Their iQuest handheld computer is designed to give middle and high school students practice in math, science, and social studies
using content from the most common textbooks
across the country. Because the acquisition of a new
language must be supported by oral and written practice with monitoring and correction in order to be effective (Swain, 1993), it is important that students'
work with interactive programming be carefully monitored. The students shouJd always be given the opportunity to present their work orally to the teacher
(and receive feedback and congratulations).
• Language labs - These have long been a mainstay in
ESL and foreign language instruction. In the l%Os and
1970s these labs consisted of audiotapes that the students listened to and imitated. Since we have learned
much about the importance of communication, authentic practice, monitoring, and feedback, language
labs look very diffetent these days. Students now have
headphones so theyean hear themselves and "self-monitor" their oral production (see figure 10.3). The new
Chapter 10 - Technology in English Language Learning and Foreign Language Instruction
313
Take advantage of these 10 powerful strategies for using technology to enhance the teaching of both English
and\oreign languages.
I. Images downloaded from the Internet help illustrate language concepts ~ Illustrations serve
as ''v.isual scaffolding" to help students JUSt learning to use English.
2. Interactive storybooks support language acquisition - Students can strengthen their language
skills b>: hearing the language read to them.
3. Interac
e software and handheld devices provide language skills practice -
Swdents use
thesersO 'es to get individual, private feedback as they practice their vocabulary and usage skills.
Pre
ion aids help scaffold students' language use -
Visual formats of presentation software
videos help students learn how to use a language effectively for communication.
5. Websites offer exen:ises for students to practice subskills - Online exercises are easy to access
and provide intense practice in specific language skills and vocabulary sets.
6. Virtual collaborations provide authentic practice - Students who work with native speakers of
other languages gain both valuable practice and multicultural insights.
7. Virtual field trips provide simulated immersion experiences in locations they could not 'Visit" otherwise.
SttJdents see people and places
8. Foreign language word processing supports writing in other languages - SttJdeflts are able to
check spelling and grammar as they practice writing in other languages.
9. Language labs support language acquisition feedback. and authentic verbal interaction.
Students get personal insuuction with monitoring,
10. Listening lab exercises provide language skills practice sharpen their listening comprehension skills.
r.
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Figure 10.2
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Short listening exercises help students
LeapFrog SchoolHouse's Language First! Program
PIocemcnl Gvicle 10 oueu
stvdonl ~ level
lon~ POlO/en
Skifis Malrill
LeopPJ Pefloool
learning Tool
Source: http://www.leapfrogschoolhouse.com.lEAPFROG SCHOOLHOUSE, the leapFrog SchoolHouse logo, and LANGUAGE FIRST! are
trademarks or registered trademarks of leapFrog Enterprises, Inc. © leapFrog Enterprises, Inc. All Rights Reserved.
314
www.prenhall.com/roblyer
language labs provide stude:nts with a tape recorder,
video monitor, and/or a computer in each individual
station, and activities arc much more ime:raaive. Many
of the more advanced language lab activities require
only individual tape recorders and blank tapes. Such ae~
tivities as recorded dialog journals, in which the s(u~
dents speak about an assigned topic or a ropic of their
choice, give the teacher an opponunity for monitoring.
feedback. and aUlhemic verbal imcraaion. List(:ning
instruction can be built into the lab scning by having
the StUdents listen to oral instruaions while building a
project such as a paper airplane. Lego construction, or
origami figure.
Additional resources for building listening competence can be found at Randall's Cyber Listening Lab.
This site provides shoft (1- ro 3-minute) and long (5~ ro
100minute) listening exercises with &aiAudio. a downloadable player available from http://www.real.coml.
• Radio broadcasts -
For more advanced studentS
National Public Radio offers live radio broadcasts on
the Internet at http://www.npr.org. They offer both
news and drama from which tcachers can cr('ate motivational activities 10 give the learner practice in oral
and written language.
Support for Practice in Language Subskills
Technology can be very useful in providing intense practice in specific language skills and vocabulary sets. Many
Figure 10.3
websitcs are available that provide in-depth practice in ar~
cas that often give studentS great difficuhy. Examples are
English Zone (http://www.engljsh-zone.com). ESP Bears,
(hrrp:llwww.eslbears.homcstead.com), and Tower of English (hnp:llwww.towerofenglish.com).
One value in these types of wehsites is that the exercises provide models of activities that can be used by
teachers to create similar activities to correct common
errors being made by the smdems or to incorponue vocabulary currently being smdied in class. This approach
helps the teacher meet the individual needs of the students in the class as well as the federal mandate for differentiated instruction. Whenever possible. teachers
should have students read exercises aloud after complet~
ing them.
Several companies offer software that students can use
to practice language skills and vocabulary. Two wellknown providers of these materials are Rosetta Stone and
Transparcn( Software.
Presentation Aids
Presentations to groups can be stressful even for those
who know the language well. Imagine having lO give a
presentation in a language other than your own! When
students are asked to give oral presentations, they use
PoWt!rPoim software or homemade videos to assist them.
In addition to supporting the concepts being presented,
the students who use visuals learn some valuable skills in
Students Practice New Skills in a Foreign Language in a Language Lab
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Chapter 10- Technology in fnglish language learning and Foreign language Instruction
315
Figure 10.4
A Resource Website for Teacher Presentation Tools
Welcome to The TELUS Learning Connection
2Learn.ca's Educators' Resource
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making effective presentations. Visuals also help reduce
students' Stress and focus their presentations.
The Telus Learning Connection sponsors a website
that gives both teacher and student the support needed
to make and use technology in presentations (see
Figure lOA). Under the Educators R~sourusfor uaching
and uarning secrion, click uach" Tools to find many
ideas and supports for presentations. Under the
Pr~mltation 1Oolsoprion you will find reflections on why
presentarions with visuals arc effective both as teaching
and learning rools. The Outeom~ssection shows the effect
of using these approaches. both on teaching and learning. The How to section is jam-packed with information
on how to create and usc PouxrPoint, KuJ Pix. HypoStudio. and other software.
In addition lO the websites and progr.uns available for
creating good oral presentations. digital cameras and scanners can also help create visuals lO make the prescmations
more understandable and interesting. Scanned or digital
316
pictures can easily be made inlO color transparencies or
PownPointslides that are very effective for supporting student learning. Many teachers of English learners have
found it vital to create a file of overhead pictures to use in
scaffolding instruction. The slides can be alphabetized.
grouped by tOpic. or organizo:l in any way that makes
them accessible. The Internet serves as a valuable resource
for photographs and other images to add to presentations.
Images can be downloaded from the Internet and then
used to make overhead transparencies. or even added to
primed texr. These illustrations serve as "visual scaffolding," a valuable addition to lessons for English learners
(Herrell & Jordan, 2003).
Support forText Production
It is important throughout the process of acquiring a language. no matter which language. that students have multiple opporrunities to listen, speak. read. and write using the
language. Word processing programs are available in many
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SUPPORT fOR
T£XT PRODUCTION
Title: Word Processing in Early Foreign language learning
Content AreafTopic: Ell writing, foreign language learning
Grade Levels: 7-8
NETS for Students: Standards 3,4
Description: Beginning language students need the pn.ctice of writing simple compositions in the
language they are studying.Yet swdents who have limited vocabulary and grammar mastery frequendy find
it difficult and tedious to accomplish this.Word processing lets them make corrections more quickly. and
combining their writing with graphics makes the activity more exciting and helps them corrvey complex
thoughts they are not yet able to express.
Instruction: One such activity is sttJdent autobl~hies: a sclf-portrait in writing. In an assignment
presented to them in Spanish, ask them to incorporate items such as name, age. birthday, family members,
grandparents and their nationalities, friends, activities they like to do on weekends, religion, favorite TV
programs, foods they like to eat, favorite sports, places they have visited, remarks about their school, and
languages they speak.
Assessment: Rubric to assess self-portrait.
Source: Lewis, P. (1997). Using productivity software for beginning language learning. looming and Leading with
Technology, 24(8), 1i-17.
languages: French, Spanish. Russian----eve:n Chinese.. In ad·
dition ro me authentic usc of language in crearing journals.
descriprions of experiences. oral reporrs, and research pro;·
ectS, word processing programs suppon correct usage with
grammar check.~, correct s~lling (spell-checks), and re·
minders to employ good style (e.g., usc active, rather than
passive voice). (See 'lechnology Integration Idea 10.1 for a
sample classroom strat,-'gy.) Spell-checks and grammar
checks are not foolproof, how~er. Students should always be
encouraged to read their writing aloud and to listen for clues
that corrections or refinements should be made.
A valuable addition ro the writing process is the writing
group, in which the author reads his or her pie«: aloud to a
small group and they provide feedback and questions if
something is not clear to them. This provides opponunities
for oral English praoice and listening practice and also gives
the authot some ideas for revisions. The beauty ofthe use of
word processors is that rhe student-author can then r~isc:
easily without rewriting by hand. The finished, printed
copy of the text is also very motivational to the writer. It is
also highly readable, without penmanship issues.
The presentation programs discussed in rhe previ.
ous secrion are an interesting addition to rhe production
of texr. Using these samc programs allows the author to
add illustration and chans to the text (0 make it ~en
.
.
more Interestmg.
Virtual FieldTrips for Modified Language
Immersion Experience
Field trips provide a wealth of opportunities for language
acquisition but are being greatly limited by funding. A
good use of technology is rhe "virtual field trip, n in which
the teacher takes the field trip. Videotaping the trip and
recording running commentary. For English learners the
narratOr would focus on vocabulary and making sure that
there was a good march between what was being viewed
and what was being said. This also provides opportunities
for students to go places "vinuallyn that would be impos~
sible otherwise. A5 a matter of fact, many of the world's
outsranding an museums have '"virtual tours" that can be
viewed online. A directory of more than 300 virtual free
sites may be found at http://www.vinualfreesites.coml
museums.html. This site includes tours of museums,
exhibits. and points of interest around the world. Some
examples include:
• Ocean field
oceank-12)
trips
(hnp://www.field-trips.orglsci/
I,
ii '!
I
• Virtual dissections (hnp://www.accessexceUence.org/
RCivinual.html)
• A library of rhe best vinual field trips (http://www.
vickiblackwell.comlvfr:.html).
Chapter 10- Technology in English Language Learning and Foreign Language Instruction
317
,,
e with other students
Case module for
ion Website
er) or choose the
I. Are virtual trips to foreign countries and virtual
conversations with citizens of those countries
~s good as actually going therer If not, what are
the (lifferences between them and what could
teachers do or- not do) to make up for them!
2. Online projectS can link students of different
backgrounds and allow them to leam more
about people of other cultures without meeting
them in person. Learning about people in this
way presents both unique benefits and
problems. Can
think of some of eachrWhat
are some ways.w implement online strategies
that maximize e benefits and minimize the
pmblems~ ( ample: Language differences can
lead to mis dersandings.)
Also see Technology Imegration Idea ID.2 for a strategy
based on the virtual tour concept.
As with any field trip, students should be: prepared
ahead of time for their experience, building background
knowledge, vocabulary, and apeeurions. The "vinual
field trip" should men be followed with aaivities mat encourage srudents [0 usc meir experience and praaice their
oral and written language.
Virtual Collaborations
Many teachers have found student collaboration via
email very effective in motivating students to use new
language skills (Ybarra & Green, 2003). Using email
and the Internet to work with students of other cultures
provides students with authentic writing and research
experiences. These collaborations often start because;:
two teachers establish email connections and begin an
exchange of email messages between their students. See
sites such as the Global SchoolHouse for help on cstab·
lishing contacts with djstant students (see links in
Figure 10.1).
Productivity and Lesson Design
Support for Teachers
The Internet holds a wealth of resources to help tcachers
of English and foreign languages prepare for and carry out
lessons. Some of these: are listed in Figure 10.1. Projects
VIRTUAL fl£lD TRIf's fOR MODIfIED LANGUAGf IIfl£RSION £Xf'fRI£NC£S
Title: CyberTraveling in the LoireValley
Content AreafTopic: French
Grade Levels: 5-6
NETS for Students: Stalldards 3,4,5
Description: In this activity, students practice their French language skills by Q\<ing a virtual trip to the
Loire Valley region of Fr.mce and writing in French about their findings.
Instruction: They are asked to prepare a written report on a chateau of their choice, writing (en
Fr.I.Il-;ais) factS about it such as when it was built, who built it, architectural styie, its history, its location, and
when you can visit it. Students use the French version of AppIeWorks to prepare their reportS.When they
are done writing, they create web pages to publish and share their work.
Assessment: Rubric to assess web page information.
Source: Chenuau,J. (2000). Cyber traveling through the Loire Valley. Learning and Leading with Technology, 28(2), 22-27.
318
www.prenhall.com/roblyer
(
and programs in ESL and foreign language instruction arc
evaluated and discussed at ESLnet. The InterculturaJ Development Research Association offers a num~r of teaching resources and professional development opporrunicies.
Many ESL teacher resources and free downloads are available at the ESL Internet Group site. The Telus Lcamjng
Connection website also provides a format for teachers to
network and share ideas and concerns.
The Internet also serves as a resour~ in finding translations for use in planning lessons. Many times a teacher
needs a word in the student's native language in order to
build on prior knowledge and make lessons more comprehensible. Two good sitcs for translations are Babylon
and BabclFish.
• Suppon for lexX production. Sec especially tools at
Translation.net (hnpillwww.translation.netl.
• VinuaI field trips for modified language immersion
experienC('. Stt TramIine field trips l1mp:llwww,
tr;unline.com).
• Virrual collaborations. Set collaborative projects to
join at the Global SchoolHouse Chnp:llwww,global
schoolnet.org) and lEARN Chup:llwww. ieaw,orgl
projcetsl).
• Productivity and lesson design support for teachers.
Set especially ESL.net (hrrp:llwww.e.~l.net) and
translation sites such as Babel Fish (http://babdfisb.
altavista.cQrn).
IHT£R~CnV£ SUMM~RY Online Activities
The following is a summary of the main points covered in
this chapter. TQ see additional examples and information
on these points, go to this textbook's Companion Website
at bnp:llwww.prenhall.comlroblyer and click on the
Chapter 10 Inrcraqive Summary module to visit each of
the recommended websitcs.
VISit this text's Companion Website at http://www.prcnbaU,
com/roblyer tQ gain access to a variety of questions. activities, and exercises to help build your knowledge Qfthis chapter's content.
I. Issues in Ell. and foreign language instruction:
To review terms and con~pts for this chapter, click on
the Self-Jeu module for this chapter of the Companion
Website.
These include:
• Challenges presemed by diversity
• Language learning versus language acquisition in
foreign language programs
• &quired standards from TESOL and ACfFL.
2. Integration strategies for Ell and foreign language instruction: Strategies for integrating technol~
ogy into this area cover three general topics:
• SuPPOrt for authentic oraJ and written practice. See
especially products from Leapfrog (http://www,
leapfrog,com).
• Support for practi~ in language subskills. See especially products from Rosetta Stone Software
(hup:/Iwww.roscuastone,comf) and Transparent
Sofrw:ue (hnpi/l...yww,rransparcn[.comD.
Online Chapter 10 Self-Test
Software Skill-Builder Tutorials
To access practical tutorial and skill-building activities and
to build skills using popular software and hardware, dick
on the Software Skill-Buildcr Tutorials module for this
chapter of the Companion Websitc.
,,
'I,
Web-Enrichment Activities
To complete activities that connect to chapter content
and provide web-based resources, click on the Wcb~
EnrichmentActivitic.~ module for this chapter of the Companion Website.
• Presenation a.ids. See especially resources &om the
Tdus Learning Connection Chup:ffwww.2Ieam.cal.
,,;
I
Chapter 10 - Technology In English Language Learning and Foreign language Instruction
319
T£CHNOLOGY INT£GRATION
WORKSHOP
CUf'S fROM Tfi£ CLASSROOM:
T
L£ARNING WITH £CHNOLOGY
Go to the Technology Integration Workshop DVD 10cared in the back of this text and click on Clips
from the ClassrOlJm. View the video dips listed
below that support this chapter's content:
• TiJbkt Computers in Spanish
• Communication System for Foreign Language.
2.1 What would be the relative advantages for Mr.
Caesar to use this strategy with his students?
2.2 How would you advise Mr. Caesar to structure
this project to make ir most meaningful for borh
students in this country and in Germany?
2.3 Would you advise Mr. Caesar to encourage
studenrs to communicate with the German
students from their home computers if they have
them? "Why or why not?
Now, visit this text's Companion Website at ~ Ms. Sartori wanrs the students
http://www.prenhall.com/roblyer to answer ~ have an immersion experience,
,.,...IIi'l~ questions and complete activities that will where they go to a Spanish-speaking country and interact
with native speakers. However, the school is in a small, ru.C
guide you in analyzing each clip.
ral community and has no funds for this kind of activity.
Ms. Sarrori has read that virtual collaborations can be a
MOO£L IN A.cnoN
good replacement for immersion experiences, bur she does
Read each of the following scenarios related to imple- not know how to ger started finding school partners for
menting the TIP Model, and go to the Companion Web- such a project.
site to answer the questions that follow it based on your
Chapter 10 reading activities.
3.1 How would you advise Ms. Sartori to locate
(\
,
~
TH£ TIP
~ Ms. Griggs is helping her AP
~for the exam. She knows that
school partners for a virtual collaboration?
3.2 "What would be rhe relative advantage of such a
projecd
there will be a lot of vocabulary on the exam many of the
3.3 What kind of assessment might be appropriate for
students may not have encountered, so she decides to ofan acrivity like this?
fer them the opportunity to practice vocabulary using a
Spanish drill~and-practice program she has available.
liIil!ftmll~111l Several of Mr. Junita's students
However, she has only one copy.
~speaklittle English. They seem
1.1 How would you recommend Ms. Griggs have her very hesitant to try out rheir English skills; Mr. Junita
thinks they are afraid ofbeing laughed at by the other chilstudents use this one copy of rhe software?
dren.
Mr. Junita requests some special funds to obtain
1.2 What would be the relative advantage of using
some iQuest handheld computers for these students so
this software?
they can practice using English words and phrases at
1.3 What data could Ms. Griggs gather to get some
school and at home.
indication the program was helping her students
be better prepared for the exam?
4.1 What would be rhe relative advantages of using
these handheld computers for practicing English?
~ Mr. Caesar would like to mo4.2 How would you instruct these students to use the
~ d more time on their German
handhelds in order to obtain the maximum benefit
translations. They will do practice exercises he creates for
from them (i.e., not just to "play with them")?
them only under duress. He hears about a websire that will
link individual students to a keypal in a German school so
they can communicate in both German and English.
320
4.3 How would you assess the benefits to the students
using these devices?
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The students in Ms. Liu's
mese c ass De practice writing in Chinese. She has
noticed that when she assigns word-processed work in
Chinese, me students tend to make alot of spelling and
grammar errors. She would like for [hem [0 be able to
self-correct their work more before they turn it in. She
feels that this wouJd be a good way to help them learn
the language and to practice good wriring production
skills,
5.1 What resource might Ms. Liu obtain to help her
students self.-correct their Chinese writing?
5.2 What wouJd be the best way ro have studentS use
this resource: individually, pairs, small groups?
Why?
5.3 What wouJd Ms. Liu have ro do before she
assigned studems to use this resource for a graded
assignment?
TI£ INTO PRACTICE: TECHNOLOGY
INTEGRATION £XAHl'LES
The Technology Integration Example that oJXned this
chaprer (A Discussion &ard m Franfais) showed how a
reacher might have students use various technology re·
sources to enhance French langtugc learning. One str:l.t·
egy has them doing a French menu in order to practice
their Imguage use skills in an authentic cask. With the
knowledge you have gained from Chapter 10, do the fol·
lowing to explore how the rest of the activities in this les·
son would work:
1. Foreign language SUldents might create a menu like the
example shown below to practice their skills. Create
this sample presentation by following the hands.-on
tutoriallocared on the Hands-On with uchnology sec·
tion of the DVD that accompanies this text.
LM £fttriu
Vkitab\l. foOUPt' au pis»u
o.uf poem.
'&tigfle.ti 41.
~ur
n1ta»u\iu
tour'!.t~
ni~jw.
{rok\l.
., .tI.INr-,im, uta. Ml&dun
TOi$b 41. UN.vm dlaud$ 6ur 6atad& WUng'-
Mamitlt. dt. pUhwr au 6afran, ptti'& Ygunm {rai$
l.uis" • tatUN ",nfi~ pommu. .ll raA.. u\ade.
(,nhUOte. n.11un. ou uua polYn. v..rt
l.Ott6li'agMaU. pi. au pis»u
PMS+J1s
Vi.rilab\l. liramrsu matson
~at
l«dpo~
g\aU au mil\ .ur c..cdi6 de. {1U'6 1'009"
de. pl'UOhw. aw. Uol"U6 li'orangt. GOafite.
Sample French Menu in Microsoft Word. (Create this product using the Honds-On witlJ
Technology tutorial section on the DVD.)
Chapter 10 - Technology in English Language Learning and Foreign Language Instruction
321
2. Answer the following questions about the DiJcussion
Board tn FranraiJ example:
• Phase 1- The teachers felt mat students nceded an
authentic way to practice their French language
skills. What makes an activity "authentic," and
what kinds of relative advantage does an authentic
approach have?
• Ph~ 2 - One of the desired outcomes the teachers want to accomplish with thjs project is bener
writing in French. To assess this, they will use a
rubric to assess the quality and quantity ofstudents'
writing in French. How will they have to handJe this
assessment if they want to measure imp1't1Wd writing abilil)'?
•
•
Ph~ 3 - In May, at the end of the project, teachers will recognize students and give aw:rn:l.s on correct identifications. What would be a way to use
technology to do these recognitions?
Ph~
4 - One thing that aJways semlS to happen
with student usemames and passwords is that they
forget them. How should the teachers handle this
efficiently?
• Phase 5 -In evaluating the outcomes of the activity, the teachers found that students wrote more
each time. What would they need lO do to determine if quality of writing improved? Which criterion should they have set to gauge "improvement"?
3. Whar NETS for Students skills would students learn
by working on the DiJcussion Board tn Franfilis project? (See the front of the book for a list of NETS for
Students.)
TECHNOLOGY INTEGRATION
LeSSON PLANNING
The Hchnology Integration Workshop DVD includes a set
of technology integration ideas and links to online lessons, arranged as a searchable database. The DVD comes packaged in the back
of this textbook. Click on the HandJ-On
322
with Technology secrion of (he DVD and complete the
following exercises.
I. Locate lesson ideas -
The DVD has several examples of lessons mat use rhe integration strategies described in this chapter: support for authentic oral
and written practice, supporr for practice in language subskills, presentation aids, support for text
production, virtual field trips for modified language
immersion experience, virtual collaborations, and
productivity and lesson design support for teachers.
Locate an example integration idea for several of
these strategies.
Use the Evaluation Ch~/djst
for a Tahno/Qgy-Inugrated Lroon (located on the
2. Evaluate the lessons -
DVD and the Companion Website) to evaJuate each
of these lessons.
3. Modify a lesson - Select one of the lesson ideas and
adapt itS srnuegies to meet a need in your own con~
tent area. You may choose to use the same approach in
the original or adapt it to meet your needs.
4. Add descriptors - Create descriptors for your new
lesson like those found on the database (e.g., grade
level, coment and topic areas, technologies used, relative advantage. objectives. NETS standards).
5. Add the new lesson - Add your modified lesson with
all its descriptors to the lesson idea database.
fOR YOUR T EACtilNG PORTfOUO
For this chapter's contribution to your teaching portfolio,
add (he following products you created in the Tcchnology
Integration Workshop:
• The sample French menu you created in Microsoft
Wi",1
• The evaluations you did using the Evaluation Check-
list for a 7~chnology-Integrated Lesson
• The new lesson plan you developed, based on the one
you found on the DVD.
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