Paper outline

Introduction -

It is known that English Language Learners (ELLs) often have an affective filter that hinders their language acquisition because they are self-conscious about their language development (Krashen, 1985). This affective filter has the potential to completely halt progress if students don’t gain enough confidence to practice the skills being taught through reading, writing, listening and speaking. English language learners often have difficulty letting down their affective filter in front of their peers due to a low communicative competence, therefore they are not able to grow (Krashen, 1985). There are many ways to create a safe and comfortable environment for ELLs to learn, including welcoming their cultures and sharing yours, as well as being very patient with their progress (Wu, 2010).

Another key way to increase motivation as well as success is to incorporate technology into the learning process (Zha, 2006). There are many ways to use everyday technology to boost student successes in reading, writing, fluency and 21st century skills, such as the incorporation of iPods (Patten, 2007), podcasts (Smythe, 2010), discussion boards (Zha, 2006 and fan communities (Black, 2009). These skills are especially important for ELLs, as the technology allows for repetition and independent review at their own speed, repeating at necessary (Smythe, 2010).

Section 2
writing process
- discussion boards
- fan communities
- podcasts


Section 3 -
Podcasts for fluency
vocabulary knowledge (ipods)
synchronous audio

Closing
Though ELLs have many obstacles to overcome, providing them with technology as tool to develop their communicative competence is crucial for success in today’s world. Though finances are often an issue, there are many technologies available to increase a student’s communicative competence that only require free software, like podcasts and discussion boards. Not only will students need language skills to survive in America, but we are also responsible for giving them a 21st century edge in today’s global economy.

Post 3 - thesis

Upon further investigation and research, I have decided that I will specifically examine how: Technology can be used effectively to increase communicative competence in English Language Learners.

Through all of the articles that I have encountered, one theme has been prominent – working towards building communication skills in students with limited English proficiency (LEP). Not only is learning to read and write important, but basic interpersonal communication skills (BICS) are crucial for survival, and being able to communicate properly through technology is a new reality that all students face.

In “An Investigation of Communicative Competence of ESL Students Using Electronic Discussion Boards”, researchers look into the theories behind language acquisition and apply them using 21^st century skills through a synchronous discussion board. This means that students are conversing using technology simultaneously, as opposed to asynchronous where students are using technology at different times. Using Vygotsky’s Zone of Proximal Development (ZPD) as a basis, teachers designed various tasks for groups of students, none of which had ever met. The students, all of elementary age, had 3 different tasks depending on their ability level. Each task was designed to hit various state standards for English Language Learners and student work was analyzed using quantitative and qualitative methods. Similar to the students in “English Language Learners, Fan Communities and 21^st Century Skills”, students reported that they do better work when they had their peers to model themselves after as well as offer both overt and covert constructive criticisms. The qualitative research agrees, as fewer grammar and syntax errors were made in collaborative tasks than in individual tasks. The quantitative data shows significant correlations between errors on work where students knew their peers would see it as opposed to non-collaborative tasks. Students also used slang correctly and also adjusted their register according to their audience, a testament to their increasing communicative competence.

On a similar note, “Speak2Me: Using Synchronous Audio for ESL Teaching in Taiwan”, points out the value in immediate feedback with someone who has more expertise than a student on their communicative competence, going back to the ZPD. Here, American teachers were assisted by Taiwanese Teacher’s Aides using voice and chat to teach conversational English (BICS). This is an interesting look into language acquisition because I typically read about students who need English to survive in America because they are immersed in our language, but this about students who are motivated to learn English as a foreign language, but don’t have ample opportunity to practice. Speak2Me combines various methods of communication with native speakers to provide immediate and accurate feedback to students through the use of technology. They discuss daily life and things like meals, foods, recipes, vacations and family members in order to get students comfortable communicating as they build bonds across the ocean. This synchronous method of teaching English to Taiwanese students is both inexpensive and effective, as students acquire BICS in a non-threatening and engaging manner.

There are many different uses for education technology in the ESL classroom, and its use as a tool for basic English skills may be the most important in today’s world.

I can't get the formattting to work!! Don't mind the weird indenting!

LaPointe, D. K., Greysen, K. R. B., & Barrett, K. A. (2004). Speak2Me: Using synchronous audio for ESL teaching in taiwan. International Review of Research in Open and Distance Learning, 5(1), 0. Retrieved from http://search.proquest.com

/docview/61841935?accountid=28167

Zha, S., Kelly, P., Park, M. K., & Fitzgerald, G. (2006). An investigation of communicative competence of ESL students using

electronic discussion boards. Journal of Research on Technology in Education, 38(3), 349-349-367. Retrieved from

http://search.proquest.com/docview/62089935?accountid=28167

Podcasts

Entry 2 - specific forms of technology

With the growing use of technology for daily routines, it's crucial that all students are working towards being digitally proficient. Available technologies not only engage students, but they also help to build the 21st century skills that are necessary for success in today's world. Many ELLs struggle with an affective filter that limits their ability to acquire and use new language, but when students are given the opportunity to communicate through technology, they are more willing and able to express themselves using the English language.

Using podcasts is a great way to increase student motivation in writing. In "Podcast Time": Negotiating Digital Literacies and Communities of Learning in a Middle Years ELL Classroom, a researcher investigates how podcasts revolutionize the writing process for a group of ELLs. Students who were once reluctant readers and writers are taking the time to write, edit, re-read and add voice to their writing. After the writing process is complete, they strive to build fluency as they read their work to others and provide constructive criticism to their peers. Students who struggled with paragraphing suddenly knew how to organize their writing better as they placed sound effects between ideas, and those who had a hard time with reading with expression re-read until they were confident they could engage their audience. Students are motivated by technology, and podcasting gives ELLs a safe and fun way to share their learning.

In "English-Language Learners, Fan Communities and 21st Century Skills", an author looks into the effects of publishing student work to a public space on student literacy as well as digital literacy. Students read and write fan fictions, texts written about media and popular culture by fans, as they explore web editing and design. They become critical of what they read online and they are more able to identify good information from the bad. Rather than sending language learners to classrooms where they are focusing on traditional literacy, here students master traditional literacy skills with a 21st century twist. "ELLs are developing language, literacy and social skills across national borders."They are able to review other people's work, and read the positive comments strangers leave for them, boosting self-esteem and increasing the desire to grow as a writer.

Black, R. W. (2009). English-language learners, fan communities, and 21st-century skills. Journal of Adolescent & Adult Literacy, 52(8), 688-688-697. Retrieved from http://search.proquest.com/docview/216927556?accountid=28167

Smythe, S., & Neufeld, P. (2010). "Podcast time": Negotiating digital literacies and communities of learning in a middle years ELL classroom. Journal of Adolescent & Adult Literacy, 53(6), 488-488-496. Retrieved from http://search.proquest.com/docview/216922412?accountid=28167

Post #1 - Introduction to Research Project

What methods of educational technology help supplement the acquisition of language skills in ELLs, and what technology resources are available to ESOL teachers?

After completing the non-linear PowerPoint assignment, I began wondering what other assistive technologies could be used to help students, specifically English Language Learners (ELLs). Through my classroom experience, I realize the potential of differentiating instruction with the help of technology, but I would like to look further into not only how technology directly affects students, but the teachers as well.

Most of the articles I read focused on the various technologies that are used directly by students in order to foster language and skill development. Teachers encouraged student use of tools such as iPods, web-based programs, multimedia software, recording devices, e-books, email, and discussion boards. All of the articles stressed that assistive technology did, in fact, expedite student development, interest and success, but it is best used as a supplemental tool for classroom practice. Technology may teach students some skills, but it shouldn’t be the main means of language acquisition. When students used assistive technologies, they developed reading, writing, listening and real-world skills as they practiced what they had learned in class.

Another article addressed the various resources that ESOL teachers had at their fingertips. Between TeacherTube, ESOL flashcard makers, lessons and practice sheets from Childtopia, or forums, the ESOL teacher is never left to him or herself to help their students. The Teachers Network gathers teachers for educational discussions in order to help them to adjust their teaching to best assist ELLs. Interestingly, there is also a social networking site called “Educational Technology for Bilingual/ESL/ELL Educators” that also has a wealth of resources to help all teachers. I also read and article about connecting with parents using technology to continue building language skills at home, a point that I found very intriguing.

I have only read 5 articles, and I am confident that I will find other strong evidence to support to enhanced growth of ELLs through the use of technology as well as places teachers can turn when they need a little help themselves. I do wonder what I may find regarding the availability of certain technologies based on finances, but I am hopeful that I will find sufficient evidence for myself as well as my future students. I also question the use of technology to connect with parents who are also language learners for the same reason.

Green, T. (2005). Using technology to help english language students develop language skills: A home and school connection. Multicultural Education, 13(2), 56-56-59. Retrieved from http://search.proquest.com/docview/216522745?accountid=28167

Patten, K. B., & Dorothy, V. C. (2007). iPods and english-language learners: A great combination. Teacher Librarian, 34(5), 40-40-44. Retrieved from http://search.proquest.com/docview/224877584?accountid=28167

Rowland, J. L. (2007). Closed-Captioned Video and the ESL Classroom: A Multi-Sensory Approach. Journal of Adult Education, 36(2), 35-39. Retrieved from EBSCOhost.

Starkman, N. (2008). ELL Spoken Here. T.H.E. Journal, 35(4), 32-34,. Retrieved from EBSCOhost.

Waters, J. K. (2007). ESL Technologies: The Universal Language. T.H.E. Journal, 34(1), 34-40. Retrieved from EBSCOhost.