EFL Classroom 2.0

EFL Classroom 2.0 is a useful social networking group for ESL/EFL teachers.  The network provides resources and forums to obtain valuable information and receive feedback on questions.  The resources include lesson ideas, games, handouts, videos, and more.  I like the organization of the teaching section which provides useful information on grammar, stories, phonics, pronunciation and power points.  For those that have a wealth of experience, information can easily be shared and passed along to beginner teachers.  I see this group as a valuable network for a beginning ESL/EFL teacher.

Connectivism

A teacher is like a lighthouse.  The role of the teacher is to guide the students safely.  While the students ultimately choose what course to steer, teachers will provide a positive influence on choosing the best path.  We can show them the shore as they can discover their own capabilities and the endless possibilities of the world.  The open sea is much like learning in that there are no guarantees.  Risks most be taken to connect to the limitless possibilities of today’s dynamic information.  A theory about connecting to this information is detailed George Siemens, Connectivism:A Learning Theory for the Digital Age.  Siemens describes our modern world as technology driven society with an abundance of information which is chaotically organized.  Rather than the actual content, our ability to find and connect to pertinent content is most significant.  Seimens (2005) states, “When knowledge, however, is needed, but not known, the ability to plug into sources to meet the requirements becomes a vital skill. As knowledge continues to grow and evolve, access to what is needed is more important than what the learner currently possessess."

We now live in a digital age.  Information appears fast, changing quite frequently and spontaneously.  Because of this, learning skills ar more relevant then information itself.  In the video, The Changing Network of Knowledge, Seimens explains that "networking becomes the learning."  In other words, "the ability for learners to connect with each other, databases, and other sources of knowledge in the primary point of learning."  Learning in this theory is not limited to an individual's mind.  This concept can be advantageous to teaching.  Teachers can facilitate the various sources  of knowledge that are available to learners.  Since each individual has unique learning styles, the teacher can differentiate the process of connecting the student to the information.  A bright beacon of a lighthouse provides numerous courses to the same destination.

     

ESL Teaching Tips and Lessons

A TESOL ESL File Drawer (Higher Ed.) is an excellent resource for ESL teaching tips and lessons.   You can discover resources that relate to almost all parts of speech.  In particular, I found a helpful activity for teaching the categories of simple present tense.  Galien provides the link to a well crafted PowerPoint presentation.  The PowerPoint utilizes animated movement which helps to engage the class.  There were also plenty of examples to help drive home the point.  This blog will be a great resource to refer to as I expand my bank of teaching materials. 

Teach to Think

“Teach to think” is the message conveyed in the video, “A Vision of K-12 Students Today.”  One of the most striking pieces of information presented is the fact that China will be the largest English speaking country by 2016.  That’s remarkable considering that English isn’t even their national language.  It further exemplifies the fact that the world is growing more and more competitive each day.  We must stay current with new trends and technology, and teach this to our students.  Students are constantly interacting with digital media such as mp3 players, blogs, texting, internet, tablets, and more.  Not only does it make sense to utilize this technology in the classroom, (which will help to engage students), we need to teach students how to use this technology responsibly.  If the average graduate today has 5-15 careers that means that they have a tremendous amount of information to learn. 

Teachers and Technology

Much debate exists about the effectiveness of technology in a foreign language classroom.  Robert Blake, author of Brave New Digital Classroom: Technology andForeign Language Learning, asserts that, “computers can make a significant contribution to the SLA process because the students themselves feel that they are interacting with the computer in a real social manner.”   If the computer can take on a perceived social identity, then language learning can be significantly enhanced.  There are many benefits to computers for learning, including the fact that a program can operate at the level and speed of any student.  Because every learner is different, this is a feature that no classroom teacher can compete with.       

Of course, not every teacher views technology in a language classroom as an advantage.  Blake acknowledges, “for many language professionals, technology might represent the antithesis if what learning a second language should be all about: talking to and interacting with real people in the target language.”  If students were to rely solely on technology, I agree that language learning would be impaired.  However, I believe computers are a valuable resource that provides an additional domain for students to interact with in their language development.  If a teacher does not fully understand the technology or the purpose of a digital exercise, then it’s expected for that teacher to have a negative view of technology.  In contrast, as Blake responds, “people expect good input from the computer and therein lies its power to help students learn.”  

Internet Safety

Students must be aware of their internet activity in order to keep themselves safe. Whenever a post is made online, a digital footprint will also remain online for a long time.  Even if the record is deleted, this information can still be retrieved because of a record reamins.   It’s important that students take precaution to avoid situations like these.  The article, Internet Safety for High School Kids Tips, recommends the following internet safety tips and responsible internet strategies.

Internet Safety Tips:

• Give your teens a code of conduct. Tell them that if they wouldn’t say something to someone’s face, they shouldn’t text it, IM it, or post it.
• Remind your teens to use social networks’ privacy settings so only their friends can see their stuff.
• Your kids should never open an email from a stranger – it may contain viruses that can harm a computer.
• Tell them not to send pictures to strangers or view pictures that strangers send to them.
• Passwords should be kept private (except to parents).
• Explain to your teen that people aren’t necessarily who they say they are in cyberspace.
• If your child plans to meet someone, it should be in a public place, with a friend.

Responsible Internet Strategies:

• There’s no such thing as “private” online. Anything posted can be seen by or forwarded to strangers, college admissions officers, and potential employers.
• Have an agreement about what’s okay to post. Teen years are full of self-expression and rebellion. Just make sure that your teens know your rules about suggestive material or other content that will reflect poorly on them. This means no embarassing or cruel posts, no hate speech or groups, no compromising pictures they wouldn’t want the whole world to see.
• Help your teen be a good digital citizen. Online cheating is still cheating. And flagging inappropriate content isn’t tattling – it’s keeping the Web a place where people want to hang out and where they can feel safe.
• The Golden Rule applies in cyberspace. If they wouldn’t do it in real life, they shouldn’t do it online.
• Agree on downloads. What music is okay? Which video sites? What games?
• Encourage critical thinking. Your teens should ask “who posted this? Why?” Thinking this way will help them find trustworthy information, and it will also help them avoid online scams that deliver spyware and viruses directly to your home. They should also think critically about their own posts. Teach them to ask, “Why am I posting this? Who will see it? Could it be misunderstood?”
• Stay in safe neighborhoods. Just as your teens learn not to walk down dark alleys alone at night, they need to know how to avoid creepy places online. And if they do venture there, remind teens that unpleasant content or talk should get trashed immediately.
• Review your own habits carefully. Parents are the ultimate role models. Keep channels of communication open.
• Better safe than sorry. Make sure teens are comfortable telling you if anything menacing or cruel happens -- no matter what site they were on.

Using Blogs in ESL Classrooms

The need for engaging and authentic learning methods in ESL classrooms has driven educators to push the boundaries of traditional teaching practices.  With the limitless potential of internet tools in today’s classrooms, teachers have picked up on the creative use of this internet technology and put the blog to work in the classroom.  Blogs can be a powerful and effective technology tool for students and teachers alike.  Blogging is advantageous for several reasons:

1. Students are not tied to a class schedule.
2. Students can learn of the topics posted all over the world.
3. Students express themselves and receive feedback.
4. Blogging promotes critical thinking.
5. Blogs helps students in their writing skills, and learn etiquette used for the internet.
6. Students are able to share articles, videos, opinions with people outside their community.

7. Blogs are great for shy students.
8. Teacher can monitor participation. 

It’s worth noting that blogs also present a degree of risk.  Blogs may be viewed publicly, similar to any other website. Students must be aware of issues regarding access, privacy, security, and free expression. As blogs have no publisher, producer, or editor, students must carefully consider the content of postings to avoid anything offensive.

Implementing blogs in the classroom:

Blogs can be adapted to the classroom to accommodate all learners.  Blogs can serve multiple functions, while simultaneously aligning with standards. 

1. Classroom Management
Class blogs can serve as a gateway to develop a community of learners. As they are easy to create and update efficiently, they can be used to inform students of class requirements, post handouts, notices, and homework assignments, or act as a question and answer board.

NYS ESL Standard 1:

Students will listen, speak, read, and write in English for information and understanding.

2. Collaboration
Blogs provide a space where teachers and students can work to further develop writing or other skills with the advantage of an instant audience. Teachers can offer instructional tips, and students can practice and benefit from peer review. They also make online mentoring possible. 

NYS ESL Standard 4:

Students will listen, speak, read, and write in English for classroom and social interaction.

3. Discussions
A class blog opens the opportunity for students to discuss topics outside of the classroom. With a blog, every person has an equal opportunity to share their thoughts and opinions. Students have time to be reactive to one another and reflective. Teachers can also bring together a group of knowledgeable individuals for a given unit of study for students to network and conference with on a blog.

NYS ESL Standard 3:

Students will listen, speak, read, and write in English for critical analysis and evaluation.

The uses of blogs in classrooms are endless.  Remember to allow time to adequately prepare students for blogs and to set clear expectations.

New York State ESL Standards:

http://www.p12.nysed.gov/biling/resource/ESL/standards.html