Cummins et al. discussed the pedagocial divide that separates instruction for low-income and for more affluent students. Discuss some of the technology-supported strategies from their chapter. Also comment on one of the examples from Egbert's chapter and describe how computers can assist ELLs with learing and practicing listening and speaking in English.
What is interesting about funding of projects deemed "important," whether it be education, foreign aid, or war, a rich country like the US has the capacity to throw money (or technological devices) at a problem. However, without an examination of the problem or challenge, devising of realizable goals, and proper training (behavioral modification), the results are undesirable or null (and we wonder why?).
Cummins points out in Chapter 2 on Pedagogy and in Chapter 4 on technology, that image of the teacher and the student as a successful learner using the technology at hand is critical. He argues that one of the major problems in integrating the multiliteracies (language competence and technology) is the divide between transmission (top down) and social constructivist/transformative (top up) approaches. In lower socio-economic areas, the pressure of the need to prepare students for the NCLB exam overwhelms the curriculum; thus leaving little to no time for other pedigogical focus. This is not true of more affluent schools, where children may be already better prepared the the NCLB exam, and thus have time to delve into techonology-aided learning. This is referred to as the "digital divide" by Wilhelm et al. (2002).
The use of commercial products is discussed, but most of the reviews are by the companies selling these products.
MOTIVATION is the key to learning; thus any measure of initial or continuing success is related to the student's desire to learn. There are several studies which indicate that technology can impact motivation:
- McMillan and Honey (1993) in a one-year study of grade 8 students found that those given laptops showed marked improvement in the ability to communicate effectively.
- Meskill and Mossop (2000) carried out a survey of techology use by over 800 ESL teachers over a two-year period. The children were excited to be able to create products of learning to share with others. Learning with e-texts was observed. They concluded that ELLs were enabled by technology to participate in class activities to the full extent of their intelligence and imagination. This is in contrast to the lag of one to two years that has been observed in young ELLs. The students were able to have control over their environment and learning, and shared their products with pride, becoming experts in the technology in the classroom and in the community.
My methodology for trying out language software is to pick a language in which I have not been schooled. Although I can get by in Italian, I do not know the formalities of the grammar and orthography. I chose Rosetta Stone, mentioned by Egbert, as it promised to not only teach the written and spoken form of the language, but to check pronunciation as well. Unfortunately I did not have a microphone for the demo to see how close the pronunciation has to be to "pass." Checking spoken language is of particular interest to me, as I have been asked to aid foreign-educated executives and professors with pronunciation in order to better their English speaking confidence.
Rosetta stone appears to have potential for English learners or reviewers in general as it is bright, colorful and simple, allowing the learner to proceed through the listening and reading section by matching a written and spoken statement with a picture. The pictures start with people or objects and a verb, and build up slowly in complexity.
Evaluation of speaking is offered, and promises to provide feedback through voice recognition until the speaker "gets it right." Speech can be slowed for better comprehension. Unfortunately, I was unable to use this feature.
The writing portion of the program states that dictation can be taken, and through spell and grammar checker, the typed text corrected! Ummmm, I know how deceiving that can be in English, although at a beginner or intermediate level, that may not be tragic.
In summary, this software appears to offer interactivity and stimulating visuals, along with a step by step approach. I would love to try it in Chinese and then decide if it is appropriate for given ELLs.
What do you think? Does anyone out there have experience with Rosetta Stone?
