Theresa Prince
Ling 611
Triadic Scaffolds: Tools for Teaching English Language Learners With Computers
Meskill, C. (2005). Triadic Scaffolds: Tools for Teaching English Language
Learners With Computers. Language Learning & Technology. Pp. 46-59.
State University of New York at Albany.
Summary: The five language skills of listening, speaking, reading, vocabulary, and pronunciation are used to teach the students with a selected activity in the triadic scaffolds. The focus is the teacher using verbal strategy, computer contribution, and strategy accomplishments. This is an engaging activity with students using their sight, touch, and speech to focus on their learning.
Reflection: I thought this triadic scaffold is similar to how our instructor showed her modeling and have us engage with the technology learning. I am relating our instructor as a teacher and we the learners learning technology in the computer. If I teach an activity on shapes, using the technology, it would be fun for younger students to experience technology learning as well as learning directives in the language.
Some Thoughts About WebQuests
Summary: WebQuest is an activity of learning that can be a short-term duration or a longer-term duration. These are, “designed to make the best use of a learner’s time.” There are critical and non-critical attributes. Longer-term durations require thinking skills activities.
Reflection: Here is another learning and thinking activity that involves technology. This helps with finding new information for research and learning. This should be a good activity for high school age group.
Thursday, July 31, 2008
Tuesday, July 22, 2008
Abdullah's Blogging
Theresa Prince
Ling 611
Bloch, J. (2007). Abdullah’s Blogging: A generation 1.5 student enters the
blogosphere. Language Learning & Technology, pp. 128-141. The Ohio State University.
Summary: The article focused on Somali immigrant students who experienced on blogging their formal academic writing. They read, analyzed, understand, and gave their own opinion while learning about plagiarism. The way the students used their words was their way of communication without fully focusing on grammar. Generation 1.5 indicated immigrants as not proficient in reading, writing, and speaking. In blogging, the students practiced their reading and writing with meaning and write as participants and contribute to others.
Reaction and reflection: Blogging is a new term for me, but I can relate that to my own writing. Free writing on paper was one way of practicing writing without thinking of grammar. From the reading, I get the impression of forming new ideas to make connections, link to, or make an argument about a certain topic. Some of our high school students can benefit from blogging if it is introduced into the regular writing class. I hope high school teachers will become aware of this technology to use in the future.
Ling 611
Bloch, J. (2007). Abdullah’s Blogging: A generation 1.5 student enters the
blogosphere. Language Learning & Technology, pp. 128-141. The Ohio State University.
Summary: The article focused on Somali immigrant students who experienced on blogging their formal academic writing. They read, analyzed, understand, and gave their own opinion while learning about plagiarism. The way the students used their words was their way of communication without fully focusing on grammar. Generation 1.5 indicated immigrants as not proficient in reading, writing, and speaking. In blogging, the students practiced their reading and writing with meaning and write as participants and contribute to others.
Reaction and reflection: Blogging is a new term for me, but I can relate that to my own writing. Free writing on paper was one way of practicing writing without thinking of grammar. From the reading, I get the impression of forming new ideas to make connections, link to, or make an argument about a certain topic. Some of our high school students can benefit from blogging if it is introduced into the regular writing class. I hope high school teachers will become aware of this technology to use in the future.
Richards, Chapter #9
Chapter 9 Approaches to evaluation
Richards, J. (2001) Curriculum development in language teaching. Approaches
to evaluation (pp. 286-308). New York: Cambridge University Press.
Summary:
This chapter focuses on evaluations that cover many aspects of a language program. Formative, illuminative, and summative are the three purposes for evaluation. There are principles that bring issues to be evaluated by different audience using procedures in making evaluations.
Reflections:
I think the issue of teacher evaluation by the principal is a common thing in our school. The teachers and staff evaluate the principal and visa versa. Students also evaluate their own classroom teachers.
I have been observed over the years and now I ask or permit principals to observe me with the hard groups of students. It is interesting to read their observation results.
It is good to make other school evaluations on curriculum, textbooks, teaching, class schedules, etc. Some are changed to make improvements with curriculum.
Richards, J. (2001) Curriculum development in language teaching. Approaches
to evaluation (pp. 286-308). New York: Cambridge University Press.
Summary:
This chapter focuses on evaluations that cover many aspects of a language program. Formative, illuminative, and summative are the three purposes for evaluation. There are principles that bring issues to be evaluated by different audience using procedures in making evaluations.
Reflections:
I think the issue of teacher evaluation by the principal is a common thing in our school. The teachers and staff evaluate the principal and visa versa. Students also evaluate their own classroom teachers.
I have been observed over the years and now I ask or permit principals to observe me with the hard groups of students. It is interesting to read their observation results.
It is good to make other school evaluations on curriculum, textbooks, teaching, class schedules, etc. Some are changed to make improvements with curriculum.
Chapter #8
Chapter 8 The role and design of the instructional materials
Richards, J. (2001) Curriculum development in language teaching. The role and
design of the instructional materials, (pp. 251-271). New York: Cambridge University Press.
Summary:
This chapter focuses on the created materials as apposed to authentic materials. Although both have advantages and limitations, teachers use authentic materials and created materials for language teaching. The chapter includes evaluating textbooks, how to make adapt textbooks and make materials.
Reflections:
Teachers in our school use textbooks for reading, writing, or math. They do make or get other resources to make their teaching a little easier to help their students to understand and learn concepts for reading and other subjects.
I, myself, do not follow everything from the Yup’ik books. I do make some changes and use or make materials to make learning interesting and successful for the students in all grade levels.
Richards, J. (2001) Curriculum development in language teaching. The role and
design of the instructional materials, (pp. 251-271). New York: Cambridge University Press.
Summary:
This chapter focuses on the created materials as apposed to authentic materials. Although both have advantages and limitations, teachers use authentic materials and created materials for language teaching. The chapter includes evaluating textbooks, how to make adapt textbooks and make materials.
Reflections:
Teachers in our school use textbooks for reading, writing, or math. They do make or get other resources to make their teaching a little easier to help their students to understand and learn concepts for reading and other subjects.
I, myself, do not follow everything from the Yup’ik books. I do make some changes and use or make materials to make learning interesting and successful for the students in all grade levels.
New Technologies & Additional Language Learning
Theresa Prince
Ling 611
New Technologies and Additional Language Learning by Steven L. Thorne
Summary: The article covered issues on the technology uses and context in foreign language and second language classes. The article addressed three areas of research, which are synchronous computer-mediated-communication (CMC) use in L2 education meaning the chat, internet-mediated intercultural L2 education meaning the communication across nations/communities, and additional language learning through internet games and other sites.
Reflection: The research on second language learning using technology gave me insight as to how language instructors can be trained in new technologies to use in villages in Western Alaska. Internet sites, like blogs, wikis, games and other sites will likely help our students to learn second language. (I am imagining one of my Yup’ik classes interacting with Yup’ik speaking students from Naspaskiak using technology.) This would help students to learn one another’s dialect.
Ling 611
New Technologies and Additional Language Learning by Steven L. Thorne
Summary: The article covered issues on the technology uses and context in foreign language and second language classes. The article addressed three areas of research, which are synchronous computer-mediated-communication (CMC) use in L2 education meaning the chat, internet-mediated intercultural L2 education meaning the communication across nations/communities, and additional language learning through internet games and other sites.
Reflection: The research on second language learning using technology gave me insight as to how language instructors can be trained in new technologies to use in villages in Western Alaska. Internet sites, like blogs, wikis, games and other sites will likely help our students to learn second language. (I am imagining one of my Yup’ik classes interacting with Yup’ik speaking students from Naspaskiak using technology.) This would help students to learn one another’s dialect.
Sunday, July 20, 2008
Rethinking MySpace
Ling 611
Rethinking MySpace - Using social networking tools to connect with students by Antero Garcia
Summary: In the article the author states her use of technology of MySpace and other sites with her students. The author connects with the students for posting homework, advice, and helps students’ participation in the curriculum. The author hopes and asks her students to use MySpace positively and have “ownership” to it and create their successes.
Reflection: At this time my school has a lab computer room available for student use. Elementary and high school alternate times to use the lab room. All the teachers are now using laptops. None of the high school students are provided with lab tops by the district. We are have not been informed whether students will receive laptops any time soon. But, if they do, the students will likely apply rules for using labtops as they did with computers in a lab room.
The Laptops Are Coming! The Laptops Are Coming!
What I am learning from my school’s infatuation with computers by Sarah Heller McFarlene
Summary: The author reflected about her one-year experience with students using lab tops in school. She regarded laptops being important for student learning and making endless class projects using technology, etc., but frustrations, concerns, and resentments arose for her. Her belief of technology use is to value it justly in schools.
Reflection: I remember when I first received a labtop from my district. I was happy and excited so that I could use it mainly for writing homework and learn other things about it. (And not walk back and forth too much from my house to the school.) I would be happy for secondary students to receive labtops in my district. I believe more learning will take place for the students.
Rethinking MySpace - Using social networking tools to connect with students by Antero Garcia
Summary: In the article the author states her use of technology of MySpace and other sites with her students. The author connects with the students for posting homework, advice, and helps students’ participation in the curriculum. The author hopes and asks her students to use MySpace positively and have “ownership” to it and create their successes.
Reflection: At this time my school has a lab computer room available for student use. Elementary and high school alternate times to use the lab room. All the teachers are now using laptops. None of the high school students are provided with lab tops by the district. We are have not been informed whether students will receive laptops any time soon. But, if they do, the students will likely apply rules for using labtops as they did with computers in a lab room.
The Laptops Are Coming! The Laptops Are Coming!
What I am learning from my school’s infatuation with computers by Sarah Heller McFarlene
Summary: The author reflected about her one-year experience with students using lab tops in school. She regarded laptops being important for student learning and making endless class projects using technology, etc., but frustrations, concerns, and resentments arose for her. Her belief of technology use is to value it justly in schools.
Reflection: I remember when I first received a labtop from my district. I was happy and excited so that I could use it mainly for writing homework and learn other things about it. (And not walk back and forth too much from my house to the school.) I would be happy for secondary students to receive labtops in my district. I believe more learning will take place for the students.
Tuesday, July 15, 2008
Chapter 1 & 2 CALLing
Chapter 1 & 2
Sarieva, I., & Zoran, A. (2007). Guiding principles: second language acquisition, instructional technology, and the constructivist framework. In T. Erben & I. Sarieva (Eds.). CALLing all foreign language teachers: computer-assisted language learning in the classroom (pp. 7-12). Larchmont, NY: Eye On Education, Inc.
Summary: 1 & 2
Chapter one introduction welcomed all foreign language teachers to technology in the classroom. This chapter talked about the table of contents – what to expect from the sections and chapter about technology.
Chapter two talked using the 5Cs in technology to have proficiency in a foreign language.
Classroom technology is integrating to help students to construct their knowledge through engaging with others, the teacher, and the materials. The seven (SLA) hypotheses are used to guide the computer-assisted language learning that may help teachers to become good managers.
Reflection: I look forward to learning about technology use in the classroom. I hope to learn more about technology to help my students to communicate and learn Yup’ik from other districts. It will be interesting to find out how students can learn second language through technology. I hope to guide my students toward their learning.
Chapter 3
Erben, T., R., Jin, L., Summers, R. & Eisenhower, K. (2007). Using technology for foreign language instruction: creative innovation, research and applications. In T. Erben & I. Sarieva (Eds.). Calling all foreign language teachers: computer-assisted language learning in the classroom. (pp. 13-28). Larchmont, New York: Eye On Education, Inc.
Summary: 3
Chapter three suggests to set technology in the foreign language classrooms. Focused on showing the past and today’s research on computer-assisted language learning; technology impact; and what challenges and best practices technology has for foreign language classrooms.
Reflection: This chapter interests me with all the good things about technology in the classroom. It will probably have some learning impact, but I think it will not cover everything. If technology works for second language learning in the future, I will be happy for my students. (I like my cell phone, but I still need to learn from it.)
Sarieva, I., & Zoran, A. (2007). Guiding principles: second language acquisition, instructional technology, and the constructivist framework. In T. Erben & I. Sarieva (Eds.). CALLing all foreign language teachers: computer-assisted language learning in the classroom (pp. 7-12). Larchmont, NY: Eye On Education, Inc.
Summary: 1 & 2
Chapter one introduction welcomed all foreign language teachers to technology in the classroom. This chapter talked about the table of contents – what to expect from the sections and chapter about technology.
Chapter two talked using the 5Cs in technology to have proficiency in a foreign language.
Classroom technology is integrating to help students to construct their knowledge through engaging with others, the teacher, and the materials. The seven (SLA) hypotheses are used to guide the computer-assisted language learning that may help teachers to become good managers.
Reflection: I look forward to learning about technology use in the classroom. I hope to learn more about technology to help my students to communicate and learn Yup’ik from other districts. It will be interesting to find out how students can learn second language through technology. I hope to guide my students toward their learning.
Chapter 3
Erben, T., R., Jin, L., Summers, R. & Eisenhower, K. (2007). Using technology for foreign language instruction: creative innovation, research and applications. In T. Erben & I. Sarieva (Eds.). Calling all foreign language teachers: computer-assisted language learning in the classroom. (pp. 13-28). Larchmont, New York: Eye On Education, Inc.
Summary: 3
Chapter three suggests to set technology in the foreign language classrooms. Focused on showing the past and today’s research on computer-assisted language learning; technology impact; and what challenges and best practices technology has for foreign language classrooms.
Reflection: This chapter interests me with all the good things about technology in the classroom. It will probably have some learning impact, but I think it will not cover everything. If technology works for second language learning in the future, I will be happy for my students. (I like my cell phone, but I still need to learn from it.)
Thursday, July 10, 2008
Chapter 6 & 10 syllabuses
Chapter 6 Course planning and syllabus design
Richards, Jack C. 2001, Curriculum development in language teaching. Course planning
And syllabus designing, pp. 145-197. Cambridge University Press.
Summary:
This chapter focused on course development using several processes including the development of instructional materials. The dimensions include the course rational, describing entry and exit levels, choosing course content, sequencing course content, planning the course content, and preparing scope and sequence plan. The chapter gave many examples of grammatical syllabuses and appendixes.
Reflections, questions, and connections
Reading this chapter has helped me to understand how curriculum development is established using processes that can be revised as they are used in instructional materials. And that aims and objectives are used as bases for any language program. I would like to learn more in depth about this language planning. I would like to make improvements and possibly make changes to some of our bilingual curriculum. Doing so, with the help of others, will make the Yup’ik program a little meaningful for the students and teachers.
I recommend this book for all bilingual instructors who need it to make improvements for their school programs and materials development.
The First 10 Syllabus Types
1. Lexical syllabus is focused on target vocabulary. It was originally used to develop in language teaching, but became a concern with the uses of textbooks, various levels, and material writings. This is similar to our course design in the bilingual curriculum.
2. Functional syllabus is focused on communicative competencies or skills. (complaining or suggesting) Functional syllabus was considered to be popular for organizing courses, but has become partially important for communicative syllabus due to several objections. Similar to teaching Yup’ik phrases and dialogue to the learners, but this did not support their communication skills.
3, Situational syllabus focused on the use of communicative acts in a setting. (at, in, on) Situational syllabus was criticized for several reasons, but, due to the approach of curriculum development, it returned to language teaching. This is no similarities or differences to our course design in Yup’ik.
4. Topical or content-based syllabus is focused on content units, themes, and topics. Topical or content-based syllabus has advantages of courses but, issues like unresolved questions and difficulties to develop such curriculum came about to challenge that. This is similar in our course design in bilingual, like we are trying ways to teach Yup’ik but, there are not enough materials.
5. Competency-based syllabus is where a learner is expected to master a task in a specific situation and activity. (building a sled or job seeking) The advantages of competency-based syllabus are learning trades to work and complete successfully in a real-world setting. The critics state that there are no valid procedures for competency development and hides values underlying the competency development.
6. Skills syllabus is the plan to teach the ability to use language in reading, writing, listening, and speaking. The advantage of skills syllabus is to have focus on performing tasks and can teach it to others. The critics believe there is no seriousness for having skills. Our course design in bilingual is to teach the skills in listening, speaking, reading, and writing.
7.Task-based syllabus is teaching an activity or a task for second language learning or for real-life tasks. The positive elements of task-based syllabus are that both are important for the needs analysis and useful in the real world. One of the concerns was that some task definitions are too broad for learners. For our course design, this task is very important and similar to teach second language learning.
8. Text- based syllabus is a study unit taken from the context for learners to use in the skills. One positive element for the text-based syllabus is helping students to develop their language skills. Critics say this focuses too much on skills rather than on language proficiency. This is similar with the course design in the bilingual curriculum.
9.Intergrated syllabus is deciding which syllabus is best for teaching when using different priorities for instruction. There are no underlying assumptions for this type of syllabus. We use different syllabuses to teach a second language.
10. Grammatical (or structural ) syllabus is in grammar items and sequences courses in the beginning-level learners. With grammatical syllabus, planners look for solutions to solve difficulties in their teachings. Focusing on “form rather than meaning” was one of the syllabuses being criticized. This is similar to our course design in Yup’ik.
Richards, Jack C. 2001, Curriculum development in language teaching. Course planning
And syllabus designing, pp. 145-197. Cambridge University Press.
Summary:
This chapter focused on course development using several processes including the development of instructional materials. The dimensions include the course rational, describing entry and exit levels, choosing course content, sequencing course content, planning the course content, and preparing scope and sequence plan. The chapter gave many examples of grammatical syllabuses and appendixes.
Reflections, questions, and connections
Reading this chapter has helped me to understand how curriculum development is established using processes that can be revised as they are used in instructional materials. And that aims and objectives are used as bases for any language program. I would like to learn more in depth about this language planning. I would like to make improvements and possibly make changes to some of our bilingual curriculum. Doing so, with the help of others, will make the Yup’ik program a little meaningful for the students and teachers.
I recommend this book for all bilingual instructors who need it to make improvements for their school programs and materials development.
The First 10 Syllabus Types
1. Lexical syllabus is focused on target vocabulary. It was originally used to develop in language teaching, but became a concern with the uses of textbooks, various levels, and material writings. This is similar to our course design in the bilingual curriculum.
2. Functional syllabus is focused on communicative competencies or skills. (complaining or suggesting) Functional syllabus was considered to be popular for organizing courses, but has become partially important for communicative syllabus due to several objections. Similar to teaching Yup’ik phrases and dialogue to the learners, but this did not support their communication skills.
3, Situational syllabus focused on the use of communicative acts in a setting. (at, in, on) Situational syllabus was criticized for several reasons, but, due to the approach of curriculum development, it returned to language teaching. This is no similarities or differences to our course design in Yup’ik.
4. Topical or content-based syllabus is focused on content units, themes, and topics. Topical or content-based syllabus has advantages of courses but, issues like unresolved questions and difficulties to develop such curriculum came about to challenge that. This is similar in our course design in bilingual, like we are trying ways to teach Yup’ik but, there are not enough materials.
5. Competency-based syllabus is where a learner is expected to master a task in a specific situation and activity. (building a sled or job seeking) The advantages of competency-based syllabus are learning trades to work and complete successfully in a real-world setting. The critics state that there are no valid procedures for competency development and hides values underlying the competency development.
6. Skills syllabus is the plan to teach the ability to use language in reading, writing, listening, and speaking. The advantage of skills syllabus is to have focus on performing tasks and can teach it to others. The critics believe there is no seriousness for having skills. Our course design in bilingual is to teach the skills in listening, speaking, reading, and writing.
7.Task-based syllabus is teaching an activity or a task for second language learning or for real-life tasks. The positive elements of task-based syllabus are that both are important for the needs analysis and useful in the real world. One of the concerns was that some task definitions are too broad for learners. For our course design, this task is very important and similar to teach second language learning.
8. Text- based syllabus is a study unit taken from the context for learners to use in the skills. One positive element for the text-based syllabus is helping students to develop their language skills. Critics say this focuses too much on skills rather than on language proficiency. This is similar with the course design in the bilingual curriculum.
9.Intergrated syllabus is deciding which syllabus is best for teaching when using different priorities for instruction. There are no underlying assumptions for this type of syllabus. We use different syllabuses to teach a second language.
10. Grammatical (or structural ) syllabus is in grammar items and sequences courses in the beginning-level learners. With grammatical syllabus, planners look for solutions to solve difficulties in their teachings. Focusing on “form rather than meaning” was one of the syllabuses being criticized. This is similar to our course design in Yup’ik.
Wednesday, July 9, 2008
Chapter 5 Richards
Richards, Jack C. (2001) Curriculum development in language teaching. Planning goals
and learning outcomes. Cambridge Language Education, pp. 112 -144.
Summary:
The chapter focuses on the goals and outcomes of a program using the terms of aims and objectives. Five curriculum ideologies are considered in developing a language curriculum and the roles of language teaching. The knowledge and values of a culture are kept in mind to develop curriculum for the learners. The uses of objectives are criticized and commented. Learning outcomes are described from the nature of competencies.
Reflection, questions, connections:
This chapter reminds me about our lesson plan objectives that help instructors to teach affectively. In doing that, the outcome of student learning takes place, because they know what to expect from a lesson. With that thought in mind, I wish the district would give more support for our bilingual programs. The support I need include more teaching time for the primary grades, all day aide time, and make student materials for each grade.
How can I get interest groups to create teacher and student materials for our bilingual programs in our district? I am looking at my own community members, the school, teachers, lead teachers, and school boards to help with the thought of that goal.
Our bilingual programs need that support and I believe it is up to the Yup’ik instructors to make that change.
and learning outcomes. Cambridge Language Education, pp. 112 -144.
Summary:
The chapter focuses on the goals and outcomes of a program using the terms of aims and objectives. Five curriculum ideologies are considered in developing a language curriculum and the roles of language teaching. The knowledge and values of a culture are kept in mind to develop curriculum for the learners. The uses of objectives are criticized and commented. Learning outcomes are described from the nature of competencies.
Reflection, questions, connections:
This chapter reminds me about our lesson plan objectives that help instructors to teach affectively. In doing that, the outcome of student learning takes place, because they know what to expect from a lesson. With that thought in mind, I wish the district would give more support for our bilingual programs. The support I need include more teaching time for the primary grades, all day aide time, and make student materials for each grade.
How can I get interest groups to create teacher and student materials for our bilingual programs in our district? I am looking at my own community members, the school, teachers, lead teachers, and school boards to help with the thought of that goal.
Our bilingual programs need that support and I believe it is up to the Yup’ik instructors to make that change.
Tuesday, July 8, 2008
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