Raising Children Bilingual by Beril Bayrak Bulucu, MD
As cultural diversity increases, more and more families are raising their children bilingual. Whether it be due to difference of origins , an effort to raise children as `world citizens`, or for cultural awareness :we know today that bilingualism is good for children. A lot of families worry about language delay due to bilingualism. Actually research shows that bilingual raising does not cause language delay. Bilingual children may say their first words later or acquire language skills differently but there is no language delay as things are defined today. Some people wonder if bilingual raising causes language confusion. Research shows that it does not. Children who are bilingual may use words from different languages in the same sentence but this only shows the mastery of the both languages and they eventually can separate languages pretty well. What does bilingualism cause in the brain? Does it make our kids brighter? Increase their intelligence. This belief is not true either. Bilingualism does not effect the child`s overall intelligence but it helps the child gain a lot of important skills .For instance there is evidence that bilingualism increases the awareness of language as a system (called metalinguistic awareness) and also cognitive processing. In other words they are more aware of language as a system and are more able to process knowledge in that system. But these skills are also related to the language and literacy level of the child. Not all children are the same. How should we teach the child two languages? OPOL (One parent one language ) approach is very common and works well in many cases. Especially if parents are fluent in different languages , it is advisable that they use the language that they are most fluent in. Usually this approach works well for children but occasionally it can cause monolingual passivism- avoidance of one of the languages. This situation is usually temporary. However there are other approaches in addition to the one parent one language and they can be effective as well , depending on the circumstances. Minority language can be spoken at home whereas majority language outside of the home. The most important concern is the amount of exposure. Children should be exposed to a language more than 30% of the time, to be able to learn it. There is less research about multilingualism but,a lot of children do well being raised with more than two languages as well. There is a critical window for teaching a language which is 0-3 and children below 3 learn language in a very amazing way. They are in a way super learners and it is important to use their potential during this period especially if we want them to be bilingual. Of course some children have difficulty with speech either due to inherent/genetic speech delay or autistic spectrum disorders. These are not caused by being exposed to more than one language. And children with a speech delay can be raised bilingual as well, and this may improve their language acquisition. My personal belief is that even though bilingualism is alright, multilingual raising can be somewhat stressful for children who have a problem with language to start with. As the world is getting smaller and smaller, bilingual raising has many advantages for the child. One is of course the social advantage, because he will be able to communicate with a lot more people and be exposed to a lot more cultural differences. The other one is the fact that they will have better language skills, even thinking skills. And research proves that none of the previously believed myths about bilingualism hold true. No, they won`t speak late. They won`t be confused. They will just learn differently but this is quite alright.
Controversies in using technology in language teaching
Submitted by Pete Sharma on 8 April, 2009 – 11:02
In his first article for TeachingEnglish, Pete Sharma considers some of the controversies surrounding the use of technology in and out the classroom. ‘Interactive whiteboards are great!’ ‘Interactive whiteboards are expensive!’ There are many controversial issues in the area of technology-enhanced language teaching. This article explores some of these areas of disagreement; it concludes by revisiting four key ‘principles’ which can help teachers incorporating ICT (information and communication technology) in their courses. Terminology One thing that I have noticed is how terms can have different definitions. For example, the phrase ‘blended learning’ means different things to different people. In language teaching, the classical definition is a combination of face-to-face classes (same time, same place) and web-based training. However, this definition excludes using CD-ROM, since they are not delivered over the internet. What this means is that when teachers begin discussing concepts such as ‘blended learning’ they soon discover they are arguing about completely different things! Even the term ‘f2f’ can now be qualified as ‘f2f online’ when used to describe teaching via tools like Skype. Connotation For some people, the term ‘blended learning’ has a positive connotation: 1+1 is more than two. In other words, the best of the teacher plus the best of the technology could result in positive learning outcomes. For others, blended learning has a negative connotation: it is the worst of both worlds. On a blended course, the students who love the classroom do not contribute to the knowledge-building on the forums. The students who spend their time on-line hate crossing the busy city to attend the face-to-face lessons. The course ends up pleasing no-one! So, when someone mentions the ‘virtual’ classroom, what connotation does it have? For one person it’s exciting; for the next, it’s scary. Using technology for different areas of language study While technology has had a major influence on the teaching and learning of languages, a lot of disagreement surrounds areas such as the teaching of grammar, vocabulary, language skills and testing. Grammar The increase in the number of interactive exercises on CD-ROM and the web has undoubtedly benefitted the analytical learner. Students can practise 24/7 and receive instant feedback. However, many teachers and material writers would argue that this kind of practice is based on an outdated, stimulus-response methodology. These grammar exercises ‘skewer’ the language, so on-line practice focuses on ‘crisp’ areas of language at the expense of ‘fuzzy’ areas. Here’s a good example of this distinction: Crisp: Is ‘I went there’: (a) Simple past? (b) Present perfect? Fuzzy: What’s the difference between (a) ‘I did it’ and (b) ‘I’ve done it’? Vocabulary Arguments are currently raging about the use of electronic translators. These provide many benefits, allowing students to cross-check between bi-lingual dictionaries and mono-lingual dictionaries, and encouraging them to review language. Yet, when used for production, they seem to encourage the selection of the wrong word in English, and teachers can quite easily spot an essay written with the help of one of these small machines. They also inhibit fluency if students take them out in discussion classes – which they frequently do. Skills In the area of the receptive skills, listening and reading, the effect of technology has been huge. The Internet has provided a vast range of material, offering many more opportunities for exposure to authentic materials, both audio and text. At the same time, much of this material is clearly unsuitable for language learners. The debate continues as to how useful YouTube is and to what extent is technology ‘responsible’ for the rise in plagiarism in EAP (English for academic purposes). The influence of technology on the productive skills of speaking and writing is, arguably, less. If you wish to improve fluency, many students would argue that nothing is better than a face-to-face language lesson, a discussion class with the teacher. Can the same be said about taking a fluency class using Skype, a web-based program such as Illuminate or a class in the virtual world, Second Life? What value does ‘Voice recognition’ have? Wikis enable students to compose an essay together at a distance, making them a suitable medium for collaborative writing. However, not all learners wish to learn from each other, and prefer only the teacher to correct their work, rather than a peer. Testing There has been an explosion of on-line testing in the last few years. Such test materials use the same formats as multimedia materials: gap-fill, multiple choice etc. Is this a match made in heaven? Some would argue that on-line tests actually favour students who use computers, and ignore the assessment of ‘affective factors’ such as personality and learner type. The digital divide Almost no other technology symbolises the ‘digital divide’ as much as the interactive whiteboard (IWB). Those with access to this technology are currently exploring how best to exploit it in the classroom; detractors suggest it can be a way of going back to ‘teacher-centred’ approaches. In some parts of the world, using such technology is a distant dream. The Cardiff Online forum has hosted a particularly lively debate on IWBs. Theory vs practice This is a world which is driven by technology. The innovators innovate, and later, pedagogy plays catch-up, as teachers try things out. The world of theory (of evidence and research) is, arguably, lagging behind what is happening in the classrooms. In other words, if you wait for a case study to justify whether or not Twitter has value, you may be waiting a long time, and the technology will have moved on by the time the research has been done. I think that there are many controversies in the use of ICT in the teaching and learning of languages. This article has just touched on some of them – there are many more: * Do we accept text-talk when we mark writing? (cu l8ter) * How effective are language classes in Second Life? * Can students learn using a mobile phone? In our book ‘Blended Learning’, my co-author and I discuss four key principles which can help teachers implement technology. These are: 1. Separate the role of the teacher It is important to understand the respective roles played by the teacher and the technology in the learning process; the teacher could deal with the ‘fuzzy’ areas mentioned above, for instance. 2. Teach in a principled way Whenever a new technology emerges (such as, say, podcasting), it is important to go beyond the ‘wow’ factor and think about the pedagogical reasons for using it. 3. Use the technology to complement and enhance what the teacher does 4. ‘It’s not what it is, it’s what you do with it.’ (Jones 1986.) So it is not the interactive whiteboard per se which could improve the learning experience, but how it is used. As I listen to the various arguments about all these controversies, I frequently revisit these principles and still find them helpful in ascertaining my role. In the first part of my time as Guest Writer, it would be interesting to learn what people are doing, how they are using technology, and exploring these issues further. So what technology related issues have you encountered in your classroom? ——————————————————————————– Possibly related posts: (automatically generated) Computer assisted language learning COMPUTER ASSISTED LANGUAGE LEARNING (CALL) IN THE PERSPECTIVE OF INTERACTIV… Problems and criticisms of CALL instruction English Teachers’ Barriers to the Use of Computer-assisted Language Learning
The role of technology in the second language classroom and its effects on learning outcomes.
Introduction
In this day and age, the impact of technology cannot be ignored. Ever developing technologies are being implemented into most jobs and services. Employees are finding themselves in a situation where they have to embrace such technological innovation or run the risk of being labelled a technological dinosaur or worse, incompetent and unable to perform their duties and responsibilities properly. The teaching profession is in no way immune to this trend. Many institutions now regularly invest great sums of money in new teaching aids such as; multi-media suites and other assorted virtual learning environments, e-boards and a variety of technology based teaching mediums like podcasts, wikis, emails and blogs. However, the use of technology in the classroom does not necessarily mean that learning will be automatically enhanced or that the students of a second language can rely on technology as a magic wand to transport them effortlessly to language competence. Rather, much like effective material selection in the past, today’s teachers must carefully choose the technologies that they think will most effectively enhance their lessons and benefit their students learning in the most advantageous way. In order to do this effectively, teachers must be able to assess the relative advantages and disadvantages of a particular piece of technology in order to find the most effective ways to blend technology into their lessons. Thus, by applying such guiding principles, the proper integration of new technologies and teaching methods, a teacher can produce an environment that will benefit student learning in the most effective way.
Current trends see most universities or colleges offering English language instruction, investing in technology of some sort as a means of supporting instruction. This could be anything from projectors and so-called smart boards to fully fitted multi-media laboratories with the latest computer hardware and soft ware. Supporters of this technology revolution promote the idea that such technology is the best way to enhance instruction and therefore the learning process. Such exponents of this theory believe that the use of technology in the classroom is the answer to almost every problem encountered by the learner and in the classroom environment. On the other side of the fence are the Luddites who hold on to the notion that all a good teacher needs is a book and a student. The majority of teachers however, are somewhere in the middle of these poles and wish to use technology in their lessons in order to enhance learning without having to be a computer programmer themselves or spending vast amounts of redundant time teaching their students computer skills. “Concerning foreign language education, the goal of using technology in the classroom should be no different from the goals of foreign language education in general. That is, to provide students resources and experiences that will provide instruction and practice in speaking, reading, writing, and listening to their target language, as well as cultural information necessary to a full understanding of the people and the language they are studying.” (Stroud, 1998. P.1)
Background: The history of technology and language learning.
Following the boom in education after World War II and as a reaction to earlier teacher dominated methods such as the grammar-translation method, the audio-lingual method, in which students were believed to learn best through constant repetition in the target language, was the preferred and most widely used method of second language instruction. During the height of its popularity in the 60’s and 70’s University language classes usually included an obligatory trip to the audio lab, where students performed repetitive drills. Due to a variety of factors, not least poor results from expensive language laboratories, the audio-lingual method fell out of favour towards the end of the 70’s. These boring drills that only focused on language form and ignored communicative meaning, didn’t achieve good results.
During the 1980’s and 1990’s, a shift in Language teaching methodology was seen to take place in favour of more communicative language teaching. This method emphasized more student interaction with authentic, meaningful, contextualised discourse. As a general communicative trend it could further be divided into two distinct perspectives, both of which have their implications in terms of considering how to implicate technology into the classroom.
Cognitive Approaches
“Cognitive approaches to communicative language teaching are based on the view that learning a language is a unique psycholinguistic process. This perspective suggests that language learners make a mental model of a language system, based not on habit formation but rather on innate cognitive knowledge in interaction with comprehensible, meaningful language. Errors are seen not as bad habits to be avoided, but as natural by-products of a creative learning process that involves rule simplification, generalization, transfer and other cognitive strategies.” (Warschauer and Meskill, 2000. P.3-4) Therefore a learner’s output is really only beneficial to the extent that it makes input more comprehensible and thus allows them to construct their own knowledge of the language. Technologies which support a cognitive approach to language learning include those which allow the learner the “greatest opportunity to interact within meaning rich contexts through which they construct and acquire competence in the language. Examples of these types of technologies include text-reconstruction software, concordancing software, telecommunications, and multimedia simulation software.” (Warschauer and Meskill, 2000. p.4) “However, while these technologies are often used in pairs or groups, the software programs themselves do not necessitate human-to-human interaction.” (Warschauer and Meskill, 2000. p.5) As a result, such approaches may not be beneficial in enhancing the learner’s general communicative abilities in the acquisition of a second language.
Sociocognitive Approaches
In contrast to cognitive approaches, sociocognitive approaches emphasize the social aspect of language acquisition. “From this perspective, the learner needs to be given maximum opportunity for authentic social interaction. This is to provide, not only comprehensible input but also to allow the students practice in the kinds of communication they will later use outside of the classroom. This can be achieved through student collaboration on authentic tasks and projects.” (Warschauer and Meskill, 2000. p.6) The Internet is an example of a technology that can assist a sociocognitive approach to language learning. One of the reasons why computers have such new found favour in the classroom can largely be accounted for because of the compatibility between the sociocognitive approach and the Internet.
There are a multitude of ways to use the Internet as a technology for enhancing and assisting a sociocognitive approach to language learning. Online activities can be used to increase opportunities for all students to interact equally. Through Computer-assisted discussion, “teachers or a few outspoken students are much less likely to dominate the lesson.” (Warschauer and Meskill, 2000. p.6) As a result, through using this medium, more equal participation can be encouraged.
Advantages and Disadvantages
Regarding the question of the benefits and disadvantages of using technologies in the classroom, teachers often ask whether or not the technology actually works and thus enhances the learning process. During the 1970’s much research was conducted comparing the use of computers to non-use of computers. This research however, ignored the fact that the computer is a machine and not a method. The infinite resource of online information has been compared to books, print and libraries which has not had similar research directed towards them. “It seems equally inappropriate, on one hand, to conduct research based on whether the book or the library is beneficial for language learning as it is to seek similar conclusions on the effects of the computer and the internet.” (Warschauer and Meskill, 2000. p.10)
Some potential disadvantages associated with implementing new technologies into the classroom include cost, and money invested in the technology. Implementing new technology into the classroom invariably doesn’t come cheaply and there are no guarantees that it will significantly improve prospects for the learner in terms of beneficial outcomes. A second disadvantage concerning such technology is the investment in time that a teacher may have to give in order to keep up-to-date with constantly changing software programmes. However, it is the lack of certainty in achieving better results that is perhaps technologies greatest disadvantage. Institutions and teachers are expected to invest large amounts of money and time with no guarantee of achieving particular results.
Assessing the impact that the implementation of new technologies has on the learning process and the final outcome for the learner is one of the most problematic aspects of incorporating such technologies into the language classroom. “Traditional methods of evaluation include dividing classes into two groups, one a control group without the use of technology, and one with. However, this method has numerous structural flaws. The size of the groups is usually too small to render the sample size adequate for statistical conclusions. Also, the individual variation among students in language classes is so great that it is impossible to isolate the technology variable from all the others that influence language learning ability. Anecdotal and intuitive methods of research may provide the researcher with more useful information. These more human studies also take into account student affect and enthusiasm, teacher-student interaction, and subjective evaluation of student performance in class and on exams.” (Stroud,1998. p.5)
Finally, without any doubt, the field of second language acquisition has enthusiastically embraced technology. However, such technologies have been implemented in widely different ways dependent on particular resources, faculty interest, and availability of materials. We are still at the beginning of our understanding of how best to use these technologies but it seems they are here to stay and it is the responsibility of the teacher to embrace new technology in a way that will enhance their students learning outcomes. (Sharma & Barrett, 2007. p.7) talk about the term blended learning which refers to “a language course that combines a face-to-face classroom component with an appropriate use of technology.” They support the notion that a blended learning class is potentially greater than the sum of its parts but that in order to create enhanced learner outcomes, clear roles must be assigned to the teacher and the technology and to clearly distinguish what each can do that the other cannot. We must ensure that the teaching is driven by the pedagogy but is supported and complemented by the implementation of new technology into the classroom.
Bibliography:
Chieh, L. and Kritsonis, W. (2006) The Advantages and Disadvantages of Computer Technology in Second Language Acquisition. National Journal for Publishing and Mentoring Doctoral Student Research. Vol 3/1
Morgan, M. (2008) More Productive Use of Technology in the ESL/EFL Classroom. Detroit: University of Detroit Mercy. Available on http://iteslj.org/Articles/Morgan-Technology.html accessed 7/11/2009
Murchu, D. (2005) New Teacher and Student Roles in the Technology-Supported, Language Classroom. The International Journal of Instructional Technology and Distance Learning. Vol 2/2
Sandholtz, J.H., Ringstaff, C., & Dwyer, D.C. (1997) Teaching with technology: Creating student-centered classrooms. New York: Teachers College Press.
Sharma, P. and Barrett, B. (2007) Blended Learning: Using Technology in and Beyond the Language Classroom Oxford: Macmillan Publishers Limited.
Sharma, P. (2009) Controversies in using technology in language teaching. Available on http://www.teachingenglish.org.uk/think/articles/controversies-using-technology-language-teaching accessed on 7/11/2009
Sherry, L. and Jesse, D. (2000) The Impact of Technology on Student Achievment. Denver: RMC Research Corporation. Available on http://carbon.cudenver.edu/~lsherry/pubs/tassp_00.htm accessed 7/11/2009
Stroud, M. (1998) Incorporating Technology into the Foreign Language Classroom. Texas: Trinity University, San Antonio. Available on http://www.trinity.edu/mstroud/technology/CALL.html accessed 7/11/2009
Ward, D. (2003) The classroom Performance System: The Overwhelming Research Results Supporting This Teacher Tool and Methodology. Available on http://www.einstruction.com/News/index.cfm?fuseaction=News.display&Menu=newsroom&content=FormalPaper&id=209 accessed 7/11/2009
Warschauer, M. and Meskill, C. (2000) Technology and Second Language Teaching and Learning. In J. Rosenthal (ed) Handbook of Undergraduate Second Language Education. Mahwah, NJ: Lawrence Erlbaum. Available on http://www.albany.edu/etap/faculty/CarlaMeskill/publication/mark.pdf accessed 7/11/2009
Review of Blended Learning: Using technology in and beyond the language classroom.
Blended Learning: Using technology in and beyond the language classroom
Pete Sharma & Barney Barrett 2007
ISBN 978-0-230-02083-2
Macmillan Publishers Limited Oxford, England
Computers and technology play starring roles in our personal and professional lives, and they have also been playing dominant roles in the classroom. In recent years, publishing houses have disseminated new language learning technology, and teachers have also posted a wealth of materials on the Internet that help to enhance students’ language learning experiences. In Blended Learning: Using technology in and beyond the language classroom, Pete Sharma and Barney Barrett have assembled a guide for beginning teachers and technology users that introduces these supplements to the language classroom. The authors note that their goal is to introduce different pieces of technology to all language instructors, regardless of their level of experience with the technology under discussion. While they do a solid job of introducing the technology to novices, much of the information in the chapters may, however, be too basic for more advanced users. Blended Learning consists of nine chapters that cover a wide range of topics–from introducing new pieces of technology to creating one’s own materials using the Internet. The book also contains two appendices with supplemental lesson plans as well as a very basic how-to guide for true beginners to the Internet and the World Wide Web. Each chapter consists of three parts: a basic guide to using the equipment, such as ways of finding information and multimedia using search engines, a section covering common problems and solutions, and a segment consisting of a few model lesson plans for learners in secondary and higher education institutions at all proficiency levels. Many chapters also contain case studies of successful use of the technology under discussion. Each segment and each chapter is independent from the others so that readers can skip to portions of the text that are of specific interest to them. This makes the book potentially more accessible to a wider audience. Overall, the majority of the book is geared toward technology users at a beginner level, but there are helpful websites and lessons for more advanced technology users as well. Chapter by Chapter Analysis The first chapter in the book offers a definition of blended learning, a concept that has become more and more prominent in second language classrooms (MacDonald, 2008; Thorne, 2003). Sharma and Barrett indicate that the crucial element in blended learning is an appropriate balance of face-to-face teaching and technology use. Neither the computer nor the World Wide Web is meant to replace instructors; both are supplements to instructor-developed lesson plans, but technology can provide a myriad of benefits, including the development of independent learners, a source of instant feedback, and motivation to learners. The authors also suggest that many second language learners have come to expect technology in the classroom because they see themselves as part of the “Net generation” (Tapscott, 1999, p. 2); however, Sharma and Barrett stress that technology should fit appropriately into each lesson plan and should not be used just for the sake of using it. Technology should be used to enhance instructors’ lesson plans and create interactive and motivating lessons for both teachers and students. For those who have been in the language instruction field for a few years, this will not be new information, but for new teachers this could be helpful advice. Chapter Two focuses on the very basics of the Internet and the World Wide Web. The chapter explains in detail how to search on the web and offers tips about refining searches and finding multimedia resources, such as audio and video segments, on the Internet. Sharma and Barrett also briefly touch on various other items of technology that an instructor can use to locate information, such as blogs, podcasts, email newsletters, and RSS feeds; however, they discuss each of these in greater depth in later chapters. In the “Opportunities and Issues” section of the chapter, the authors note that a variety of authentic texts, such as news articles, are useful for creating reading lessons, while the multimedia available, such as BBC video news, are helpful for listening lessons. Such web-based multimedia outputs have the added benefit of being up-to-date so that material might be more appropriate and meaningful to learners, especially those in secondary and higher educational institutions. In the “Practical Activities” portion of the chapter, the authors provide a number of model lesson plans they developed, though frequently based on others’ ideas. These lessons teach students how to search for vocabulary collocations on the Web and evaluate blogs to use in class. They also help students distinguish between reliable and unreliable Internet sources through webquests (Dodge, 1995). This chapter features two case studies with examples of authentic tasks using the Internet. The theme of the chapter is that the goal when using the Internet in the classroom is the creation of independent learners through scaffolding lesson plans and authentic tasks, such as using podcasts for extra listening practice. The book’s third chapter focuses on the ELT materials teachers can find on the Internet or on publisher-provided CD-ROMs. The first segment explains the different formats and types of materials available, such as downloadable materials, online materials, and materials on a disk, as well as some suggestions about combining these e-materials with their respective course books. The authors list a number of websites through which instructors can create their own materials, such as www.cambridge.org/elt and englishfeed.com, and they explain how these websites work. The authors also speak enthusiastically about the Macmillan English Campus, “an Internet-based, interactive learning environment” (p. 42) that contains various pre-designed materials (grammar worksheets, vocabulary activities, listening and pronunciation practice) and can be purchased by schools though the price is not provided. In the “Opportunities and Issues” section, the authors touch on the many evident benefits and pitfalls of using the Internet to create one’s own materials, such as the necessity for teachers to gear lessons directly towards their students and not only use pre-designed lesson plans. They also address how online materials can affect both the teacher (increased flexibility in lesson planning) and the student (increased motivation from online language games). Again, this is probably not a new idea to experienced teachers but could be helpful to those newer to the field. A number of lessons that take advantage of the interactive and up-to-date materials available on the web and on CD-ROM are presented in the practical activities section, for example, predicting the content of a text from the headlines of online news sources. This chapter emphasizes the increase in motivation, especially of young learners, that online and CDROM materials provide, as well as the sense of accomplishment students get from working independently and within their own time frame on assignments and tasks. Chapter Four discusses various kinds of dictionaries available to second language learners. The authors address Internet-based dictionaries (e.g., Cambridge Dictionaries and Macmillan English Dictionary Online), CD-ROM dictionaries (e.g., Longman Dictionary of Contemporary English and Macmillan English Dictionary for Advanced Learners), portable electronic dictionaries (e.g., the English-Polish, Polish-English computer dictionary), and concordancers (devices that “list … the occurrences of either a particular word, or a part of a word or a combination of words in context” (St. John, 2001, p. 185)). Sharma and Barrett point out that, while online and CD-ROM dictionaries create learner independence by allowing students to practice outside of class, portable dictionaries provide the just-in-time (Reinking, McKenna, Labbo, & Kieffer, 1998) learning critical for learners in authentic settings. They also note, as many teachers will have noticed themselves, that some students become over-reliant on electronic dictionaries, thus not developing learner autonomy. While concordancers provide for authentic contexts by taking words from a corpus of authentic texts (St. John, 2001), they are frequently more difficult to find and then overwhelming for second language learners because they require language analysis too difficult for lower level learners. The practical activities section of the chapter provides a number of activities through which learners can practice dictionary use; however, the activities focus more on introducing students to using dictionaries as opposed to creating authentic situations in which students must use dictionaries. For example, one of the activities requires students to choose a word and create a “word map” including the word’s collocations, parts of speech, and pronunciation. This would be more authentic if, instead of being an isolated activity, it was added as the exploiting (Nunan, 1996) activity of a reading or listening lesson plan. The fifth chapter moves away from Internet-based activities and addresses computer programs. Sharma and Barrett spend the first segment of the chapter talking about the very basics of Microsoft Office. The first segment contains directions about how to install and use Microsoft Office products, both in and outside of class. Some benefits of word processing software for teachers are the ease of correction of student written work and the ability to save lesson plans and adapt them for other classes. These same benefits are also attributed to presentation software. However, these programs are not devoid of distractions for learners as students can get carried away with the additional features, such as the editing tools and animation possibilities. Many of the practical activities suggested by Sharma and Barrett for these programs involve group work. For example, one activity requires students to create a group business presentation using PowerPoint, certainly an example of authentic use for this software. This chapter, while potentially helpful to some true beginners, seems better suited as an addition to Appendix 2 (Getting Started on the Web) than an entire chapter in the book. The next chapter, Chapter Six, is devoted to interactive whiteboards, a fairly new and expensive technological addition to many of today’s classrooms. Interactive whiteboards are a combination of a computer, electronic projector, and whiteboard. The instructor can project computer programs and files onto the whiteboard and use special pens on the whiteboard to modify the files. “The teacher or [student] can stand at the front of the class and can demonstrate a concept or idea … harnessing the full power of a computer but without having to actually stand next to it” (Williams & Easingwood, 2004, p. 46). Sharma and Barrett list a few producers of interactive whiteboards, such as SMART and Promethean. As in the other chapters, the authors explain the basic elements of the tool and then discuss potential benefits and disadvantages. The largest drawback is the enormous expense and, thus, the limited availability for smaller institutions. A clear advantage of interactive whiteboards is that, if properly and creatively used, they are engaging and arouse students’ curiosity and participation in the lesson. Interactive whiteboards provide an opportunity for just-in-time (Reinking et al., 1998) learning in the classroom and also propmotes group communication among students. The case study in this chapter gives an example of an interactive whiteboard introduced in a language classroom, demonstrating that many second language learners today expect sophisticated technology in their schools but also that many teachers are wary of such advanced pieces of equipment. Sharma and Barett advise readers that a willingness on the part of instructors and administrators to embrace such new technological tools to enhance students’ in-class experiences is needed. Chapter Seven is shorter than most other chapters and focuses on portable devices, such as mobile phones, MP3 players, digital cameras, and camcorders. Here, the authors emphasize the everyday, not necessarily pedagogical, use of these portable devices and, thus, their familiarity and accessibility to students and teachers. The authors suggest that this familiarity makes these devices practical and user friendly in the language learning classroom. Most of the problems that arise with these devices have to do with the lack of sufficient memory or quality of recordings. The activities for this chapter revolve around pronunciation and presentation skills and demonstrate how portable devices can provide valuable feedback to students on their oral performances. For example, Sharma and Barrett suggest having students use digital audio recorders to record a draft of a presentation for class and then email it to the teacher for feedback. Another suggested activity is using a digital video camera to record presentations and then having the students watch the video and read written feedback at the same time. The case study in this chapter discusses an experiment in a summer school program that involved creating a video “yearbook” for the students to take home with them. On each field trip, different students video-taped each other and were then responsible for editing the footage. Even the most reticent students became involved in class out of interest in using the technology. This case study is an example of how using this particular kind of technology can get students engaged in the classroom but is perhaps not the best example of how the technology can be useful in language instruction. In Chapter Eight, the authors focus on some older tools that most people are now familiar with: chat rooms, email, online forums, bulletin boards, audio and video conferencing, and virtual learning environments (also known as learning management systems or course management systems), such as Blackboard and Moodle. The authors distinguish between synchronous and asynchronou communication and dedicate the “Opportunities and Issues” section to addressing the positive and negative aspects of each of these forms of communication. For example, a positive element in synchronous communication is that it helps to develop fluency since communication happens in real time. Asynchronous communication, on the other hand, helps develop higher order thinking skills since it allows writers to organize their thoughts before posting(Sharma & Barrett, p.105). However, during synchronous learning, a teacher should be present in order to prevent students from continually making the same language errors. The practical activities in this chapter focus on a range of topics, such as using email to practice correct email format and using a chat room to practice expressing an opinion. The authors stress virtual learning environments as interfaces that encompass many different forms of technology, yet, through password protection, offer more of the privacy protection desired by both students and instructors alike than other, non-protected sites. While not explicitly stated in this book, it is important to note that though password-protected virtual learning environments are more secure than entirely open sites, there is still the opportunity for violation of privacy just as there is in chat rooms, so teachers should still remain careful about protecting their students’ work and identities. The final chapter in the book is geared toward instructors who want to go a step further in using technology in the classroom. Chapter Nine serves as an introduction to creating one’s own teaching materials using a variety of tools, such as blogs, podcasts, wikis, and personal websites. While offering brief introductions to each of these elements, the authors note that, should readers want to incorporate these into the classroom, they should consult other, more in depth literature about each specific tool. To that effect, the authors list many helpful reference texts as well as websites, such as www.blogger.com, pbwiki.com, and audacity.sourceforge.net, to get readers started and also offer some interesting activities to incorporate them into the classroom. The authors highlight the effectiveness of blogs, podcasts, wikis, and websites as additional elements to a classroom lesson and focus on their usefulness in homework or follow-up activities. An example of a wiki-based lesson is questioning an dissecting a text, which, according to the authors, promotes critical thinking and group work. Independent learning and student autonomy serve as the theme of this chapter as stand out as the apparent benefits of these types of technology. Blended Learning concludes with an afterword by the authors and two appendices to supplement the content of each of the chapters. The afterword stresses how quickly technology has been advancing and how the products introduced in the text will continue to become more widely used and expected in second language classrooms. Appendix 1 contains worksheets and handouts for each of the practical activities mentioned in the various chapters of the book to further facilitate incorporation of the different technological elements into the classroom. The handouts are very basic and would need a lot of adaptation to be truly useful in the classroom. For example, Figure 1 shows the worksheet Sharma and Barrett suggest that teachers use for the word mapping activity in Chapter 4. In this activity, students are supposed to select a word and then find its collocations and various parts of speech. Instructors would need to adapt this worksheet for a lower proficiency level by adding more scaffolding bubbles and perhaps adding some of the collocations or parts of speech to help guide students through this highlighting activity. Finally, Appendix 2 is a remedial guide for those who are novices to the Internet; this guide reviews the concepts of viruses, browsers, downloading, and installing programs and software. In general, these appendices are probably most beneficial for those with very limited to no experience using communicative lesson plans or the Internet. Those who have spent more time in the field might be more likely to design their own worksheets and lessons. Summary In conclusion, Sharma and Barrett approached this book with the goal of giving an introduction into various elements of technology that can be used by language teachers, both in and outside the classroom, to facilitate independent and motivational learning. While most instructors who have been teaching for more than a few years will by now have experience using these kinds of technology, those with limited teaching or technology experience would benefit from Blended Learning. While the book contains some helpful website suggestions, those with more experience in the use of technology probably already have a plethora of websites they employ. Each chapter contains concise and accessible explanations of how to use software programs and the Internet, as well as some practical activities that can easily be adapted to fit other second language proficiency levels. The worksheets in Appendix 1 provide a good starting point for new teachers. Many of the chapters also contain links to websites that instructors can access to get started. Most of these websites, however, should be considered as springboards to personal exploration of the resources available to each instructor for a specific class or lesson. For example, in chapter 3, Sharma and Barrett offer websites such as www.bbc.co.uk/worldservice/learningenglish, which include ESP vocabulary. A teacher might visit the website and create a communicative lesson plan suited for his/her students based on the information provided. In Blended Learning, Sharma and Barrett focus on using blended learning techniques in English as a Second Language classrooms; however, the tools that they suggest are applicable to other language classrooms as well. The benefits and pitfalls of each of the suggested lessons and methods of using the technology apply to any classroom, regardless of the target language. In addition, the worksheets Sharma and Barrett include in Appendix 1 could be modified and used in a classroom of any language. Teachers in non-ESL classes would, however, need to find their own Web resources since all of the references in Blended Learning are for ESL and EFL classes. Even though each chapter contains elements that could be helpful to instructors of different technology proficiency levels, this book is most useful to those with moderate or limited experience using technology in the classroom. Many of the points, especially the “how-to” sections of each chapter, are too basic for those with more experience: these sections tend to explain in detail how to start using a program but do not continue and explain how to manipulate the program to take full advantage of it. For example, Sharma and Barrett explain in Chapter 5 how to create a very basic PowerPoint slide, but do not explain how to record the audio track of the presentation onto the slides, which is a very helpful tool for teaching students about transition signals and practicing presentation timings. While the majority of the explanations in this book are general, Sharma and Barrett are nevertheless able to clearly communicate their overarching message that technology should be an addition to the second language classroom and should not be used as a substitute for the instructor or the necessary lesson planning involved in creating a successful language lesson.
Blended Learning : Using technology in and beyond the language classroom
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The title of a book sometimes does not tell much about the contents, but in this case Sharma and Barrett lay out their philosophy on the cover. Technology is not a panacea that can replace language teachers and face-to-face classrooms, it is something that can be used to enhance language learning.
Their book starts with four principles for successfully using technology in language classes: being clear on the appropriate roles of the technology and the teacher, not being drawn in by the “wow” effect of new technologies, connecting what the students can do with the technology to what happens in class, and thinking carefully about the best way to exploit new technologies. These principles add up to technology being a valuable tool in the teacher’s kit rather than replacing the teacher.
The bulk of Blended Learning is dedicated to a look at aspects of technology that teachers can use: materials on the web (both authentic and targeted at language learners), electronic dictionaries, office software, interactive whiteboards, the new generation of portable electronics & wireless devices and computer-mediated communication. The book concludes with a chapter on creating original resources and a look to the future.
Each section starts with a brief description of the technology itself. This description is very accessible to novices and can help even experienced users see new aspects of the technology and new possibilities. This is followed by a section detailing the opportunities and issues of using the technology. The authors detail how the technology can be applied in language courses but also talk about some of its pitfalls and consequences as well.
The great strength of Blended Learning comes at the end of each chapter. There are practical activities laid out with simple, easy-to-follow instructions and often accompanied by photocopiable worksheets. These allow even novice teachers or people with limited tech-savvy to dive right in and start using the technology with their students immediately. While these activities are a great springboard and help users see the potential of the technology, each chapter offers only a few and I found myself wishing for more.
Another interesting aspect of this book is the case studies. The authors tell personal stories about teachers who have worked with technology in their classes. They profile the goals, hurdles, processes and results of real world technology projects. These are interesting in and of themselves and they bring home the issues of the chapter in a way that theoretical descriptions and lesson plans cannot.
As a final note, the authors know that books about teaching technology are sometimes out-of-date on the technology end of things before they are printed and so they post regular updates on-line. One recent update adds information on the new on-line sensation of Second Life to the chapter on computer-mediated communication. One note, however; the updates do not appear to be where the authors say they are. They can be found on the Macmillan catalog site but not at the address given in the text itself.
All in all, Blended Learning is a well-rounded look at technology in language classrooms. It is suitable for novices but also has appeal for experienced users as well.
Greetings from The Magic Kingdom.
February 4, 2010
Hello all.
Welcome to my blog where i hope to share any ideas we have for the courses we are all doing, professional development or just have a chat or pass comments. Looking forward to hearing from those out there.
Regards, The Sheik
