A Technology-Based Literacy Approach for Our Youngest English Language Learners

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Transcript of A Technology-Based Literacy Approach for Our Youngest English Language Learners

  • 1. A Technology-Based Literacy Approach for Our YoungestEnglish Language LearnersErin L. White, M.S. Purdue University North CentralAnastasia M. Trekles, Ph.D Purdue University CalumetSlides available: http://slideshare.net/andella S

2. OverviewS The English Language Learner preschool-age population is growing steadily in the USS Todays children are primarily digital natives, regardless of their culture, and are highly motivated by the opportunity to use technologyS We take the approach that a well-planned technology- enhanced curriculum is an appropriate and effective means to improve young English Language Learners (ELL) literacy skills and vocabularyS You will learn about the various apps, tools, and techniques available to take full advantage of technology with young ELLs 3. Terms to KnowS English Language Learner (ELL): A learner who is acquiring theEnglish Language (may include ESL, ENL, LEP students)S Computer-Assisted Language Learning (CALL): The search for andstudy of various applications and uses of computers within the field oflanguage teaching and learningS Computer-Assisted Pronunciation Training (CAPT): Specifictechnology that utilizes Automatic Speech Recognition (ASR) software torecord and evaluate the accuracy of an individuals pronunciation andprovide feedback and modified instructional scaffolding.S ELL Design Quadrant: A broad reference model that aims to helpeducators/designers align and enhance their technology integration withsound pedagogy (various learning and language acquisition theories) 4. A 3-Part Model 5. Needs AssessmentS Identify Needs-S A systematic process that aims to obtain an accurate, thoroughpicture of any systems strengths and weaknesses, in order toimprove it and meet existing and future challenges.S Can be formal or informal, but should assess where the child iscurrently at there are few one size fits all approachesS Consider the instructional design process and how it fits intoorganization of instruction that is inclusiveS Establish Goals-S Based upon needs analysis, identify specific goalsS Seek Resources/Support-S Speak with experts within the school literacy coaches, ELL/ESLteachers, assistants, paraprofessionals, and IT personnelS Take inventory of available human and technology resources 6. Design/Redesign Instruction1. Identify Literacy Standards to Address2. Select Appropriate Instructional Strategies (cloze technique, chunking, choral reading, think-pair-share, KWL, etc.)3. Refer to the ELL Design Quadrant (next slide) What can be done to enhance an existing lesson/unit?4. Determine Technology & Purpose What is available to you and will it reasonably fit the intendedpurpose? 7. ELL Design Quadrant 8. Leveraging TechnologyS Technology can deliver, enhance, and remediate instructionS Technology should be chosen selectively and carefully formaximum resultsS Time and time again, technology has shown to promote socialinteraction and motivation when used with young childrenS Video games, apps, simulations, and various programs areavailable to immerse and excite young learners, but should beused in moderation with other techniques and results-drivenS Example in Maine iPad project increased literacy from 62% to90% by 2013 with kindergarten students over a 2 year span 9. Implement & Assess1) Motivate/Prepare Learners Set clear expectations for learning Model proper use of technology Provide basic tech training before and scaffolding during2) Integrate and Obtain Feedback Assess before, during, and after technology-enhancedlesson Rubrics, checklists, interviews, informal observations, smilesheets, etc. 10. PC/Mac and Web AppsS Many available online and software-based interventionsincluding:S ESLreadingsmart: http://www.eslreadingsmart.comS Rosetta Stone: http://www.rosettastone.comS Dragon NaturallySpeaking: http://nuance.comS TellMeMore: http://www.tellmemore.comS Busuu Online: http://www.busuu.com 11. Mobile (iOS/Android)S Huge number of apps available for younger learners onboth iOS (Apple) and Android (Google) devicesS Look for apps that include bright colors, engaging soundsand interactions, and a wide range of activitiesS Note that many apps are free but will include in-apppurchases to get more modules or unlock new lessons 12. Fun EnglishS Fun, colorfulS Includes music and speechS Mostly matches concepts tospoken words, rather thanwritten, although some spellinglessons are includedS Requires in-app purchases toget modules beyond Colors 13. Learn EnglishS Sounds but no speechS Matches written words toimages to test key vocabularyS Additional lessons require in-app purchase, and there arebanner ads 14. LinguPinguinS Available in multiple languagesS Allows students to comparefamiliar words in their ownlanguages to pictures andconcepts, and match them withEnglish wordsS Two lessons are free; full app is$1.99 per language set 15. Little FoxS Features leveled reading storiesand songs with images, voicenarration, and available captionsS Quiz follows each story and songS Lite version is free; full access isa monthly $19.99 subscriptionfeaturing access to over 2500stories and 300 songs 16. eFlashApps Picture DictionaryS Free version contains banneradsS Allows child to match wordswith pictures, and puts words incontextS Also allows the unique featureof letting the child record his orher own voice reciting wordsand phrases 17. LingoArcadeS Available for multiple languagesS Full version available for $.99 includes 150 levelsS Includes spoken and writtenword- and sentence- matchingto images 18. SightWordsS Free - from Innovative MobileApps (developer ofLingoArcade and many otheriOS learning games)S Includes flashcards and games,and allows you to add your ownwords and voiceS Simple app designed to beshared by teacher/parent andchild working together 19. BusuuS Available in multiple languagesand for Web, iPad, and AndroidS All lesson units availablethrough in-app purchasesindividually or as a set (total =$9.99)S Word and image-related gamesand activities progressgradually in difficulty 20. LearnEnglish KidsS Part of a series from the BritishCouncil (available for iOS andAndroid)S Free and paid versions designed for schools in BritainS Links pronunciation andspelling to an interactive, story-based environment 21. Best Practices for Young ELLsS Stories, familiar things, and items from childs nativeculture are highly useful in demonstrating and teachingEnglish conceptsS Young children also respond well to technology and otheraids incorporating music, sing-along songs,, and colorfulpictures and animationsS The more immersive and responsive to the learner thebetter the technology intervention 22. More Best PracticesS Games should include levels of skill to keep children motivated to play and learnS Consider teaming students together on games and simulations for added social elementS You could even consider using normal commercial games in learningS Example: Ranalli (2008) found that ELLs playing the Sims learned more vocabulary from the game when they helped each other and had instructional materials to assist during play 23. Questions? 24. ResourcesS U.S. Department of Education Office of EnglishLanguage Acquisition (OELA):http//www.ed.gov/about/offices/list/oela/index.htmlS http://www.Kidsactivitiesblog.comS http://Play.google.comS http://www.Educatorstechnology.com 25. ReferencesS Akasha, O. (2011). Voicethread as a good tool to motivate ELLs and much more. InM. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology &Teacher Education International Conference 2011 (pp. 3123-3127). Chesapeake,VA: AACE.S Anderson, R., Speck, B., & Grant, M. (2008). Technology to teach literacy: aresource for k-8 teacher. Upper Saddle River, NJ: Pearson/Prentice HallS Atkinson, D. (2011). Alternative approaches to second language acquisition. Oxford:Routledge.S Block, D. (2003). The social turn in second language acquisition. Washington D.C.:Georgetown University Press.S Erben, T., Ban, R., & Castaneda, M. (2009). Teaching English language learnersthrough technology. New York, NY: Routledge. 26. ReferencesS Hopping, R. (2011). US schools using iPad 2 as teaching tool. Know YourMobile, Retrieved from http://www.knowyourmobile.com/blog/849367/us_schools_using_ipad_2_as_teaching_tool.htmlS Peterson, M. (2009). Computerized games and simulations in computer-assisted language learning: A meta-analysis of research. Simulation andGaming, 41(1), 72-93. Retrieved from http://sag.sagepub.com/content/41/1/72S Ranalli, J. (2008). Learning English with The Sims: Exploiting authenticcomputer simulation games for L2 learning. Computer Assisted LanguageLearning, 21(5), 441-455.S White, E. (2010). Achieving literacy success with English language learners inthe mainstream classroom. Indiana Reading Journal, 42(1), 23-28.