By Mary Ann Zehr on April 29, 2010 10:04 AM
The National Council of La Raza and Population Reference Bureau have compiled statistics about Latino children in the United States and their well-being to make the case that the group deserves focused attention by policymakers. The authors of the report, "America's Future: Latino Child Well-Being in Numbers and Trends," say that "the situation of Hispanic children and families is inextricably bound to the success of our entire nation." See what The New York Times wrote about the report here.
The report notes that, over the past two decades, the number of Latino children under age 18 living in the United States has doubled, to 16 million. Social strengths include families and communities that are intact, a youthful population, a strong work ethic, and parents' attention to the health and welfare of their children. But whether Latinos succeed in U.S. society can be influenced by a range of circumstances, including citizenship status, family structure, education, and English-language ability, according to the report.
Here are some facts that jumped out of the report for me:
—One out of five Latino children—mostly children of immigrants—don't have access to health insurance.
—Nearly 60 percent of Latino children have at least one foreign-born parent, but 92 percent of Latino children are U.S. citizens.
—Only 55 percent of Latino youths who enter 9th grade finish high school with a regular diploma, compared with about 76 percent of whites.
Another interesting finding: the circumstances of Latino children vary by state, region, and generation. For example, Latino children in Maryland and Virginia fare considerably better on several economic indicators than those in other states. The authors of the report interpret this finding to mean that state-specific policies affecting children are likely contributing to differences in the well-being of Latino children.
The authors highlight the fact that 92 percent of Latino children and youth are U.S. citizens, saying that they "represent a crucial segment of our country's future workers, taxpayers, parents, citizens, voters, and leaders."
Friday, April 30, 2010
A Showcase of Animal Concept Logo Designs
Are you in a dilemma? Running out of ideas? Searching for inspiration to create a quality logo design? Well then, this post will help you overcome your designer’s block! A Showcase of Animal Concept in Logo Design is made to fuel your mind. Scroll through this collection and be inspired!
China faces drop in recruitment
In China, a survey of multinational companies has found that nearly 70% of them plan to cut recruitment this year. The survey of more than 350 companies found that finance, communications and IT companies were hardest hit. Chris Hogg reports:
Jobs in multinational companies are highly prized in China, especially white-collar jobs. For a start the pay is often better than you might get as a public servant or the employee of a state owned enterprise. The jobs tend to be concentrated at the moment in the larger cities, like Beijing or Shanghai, or in the areas where there are many factories making goods for export.
Two years ago the multinationals were competing to hire the brightest talent from China's universities but since the financial crisis jobs in multinational firms whose parent companies have run into trouble overseas, like CitiGroup or Motorola, no longer look so secure.
This year there was a record number of applications for the civil service, more than three quarters of a million people applied for 13,500 places. The surveys of the multinationals reported in the state media suggest that those applicants were wise to seek safer alternatives.
Almost 7 out of 10 of the firms polled made clear they planned to recruit fewer staff in the year ahead. That will make life even harder for this year's graduates. There are fewer jobs available than before and they'll be competing with other unemployed graduates from previous years and with newly laid off workers who already have experience. The graduate employment market has always been tough in China but this year it is looking like it will be tougher than ever.
Chris Hogg, BBC News, Shanghai
Teaching English in China
Every Teacher Soon Becomes a Student
By Smitha Murthy
Landing in China can be either a rewarding, learning experience in this eastern land of adventurous promise or a frustrating, chaotic, experience in an Oriental morass. The choice of this experience lies partly with the teacher and mostly with a bizarre combination of factors that go by various names such as luck, destiny and yes, even karma.
Having just completed a 10-month assignment teaching spoken English in East China to a group that ranged from teeny kindergarten kids to scrawny teenagers to adults in all shapes and sizes, I could sum up my experience here in one word: learning. No matter how lousy the conditions or how fantastic the adulation showered on you, ultimately this is what it boils down to. Teach in China and you end up being a student yourself. An unwilling, grumpy learner or a grateful and eager learner, the choice is yours.
Practical Considerations
The ways to get into China are fairly straightforward, be it through the friendly contacts or through the omnipresent Internet or through placement agencies. The way doesn’t matter really. But investing ten months of your life and your career in a new land is a risk you have to consider, and the success of this investment depends sometimes on just a roll of the dice.
First, you could run the risk of being cheated out of your experience by crooks who run scams in the name of schools. I taught in China’s biggest education group, which runs more than nine boarding schools all over the country and still had to face an initial harrowing time with visas and bogus work permits that the concerned school conveniently chose to pass off as its own. In reality it had no license to hire foreign teachers. Make sure you have armed yourself with facts. Check, check, double-check, and verify the credentials of the school, university or institute that you are considering. The Internet is a wonderful source for such information, a few hours on the Web would always land you with someone who knows someone who knows someone who was teaching there. The shape of your journey would be molded here.
The location of your school is equally important. There is more to China than Beijing and Shanghai. A fair number of cities are quite well-developed and can certainly provide you with a wonderful peek into the heart of China. Looking for a mild winter? Head to South China. Prefer a balanced mix? Consider East China with its beautiful beaches. Avoid as much as possible the Northwest, generally the least developed section of China, unless you are really looking to rough it.
After location and the school comes your contract. This is your lifeline. Make sure you have the original stamped contract with you before you even set foot on these shores. The sign of authenticity in China is the red stamp on the contract. Make sure your contract states the pay, the number of hours to be taught, and the airfare reimbursement…all the little details necessary and needed. Clarify with the school whether weekdays are free and whether you get paid holidays. Clarify anything and everything. Better to sound like a fool than be one. The Z-Visa is a must; landing in China on a tourist visa is fraught with dangers.
Although most schools in China wouldn’t negotiate, there is no reason why you should settle for anything less than RMB 4000. A school or university which offers you less than this is really trying to cut corners and should be avoided. Don’t be persuaded by glib claims that the average salary of the Chinese teacher is only half of yours. Maybe true, but then the average Chinese teacher hasn’t left his country. So state your price, especially if you have a fancy degree. Inquire about your living conditions. Does your apartment have heating or an air conditioner? Small matter, but considering that I nearly froze to death in winter when the school decided to switch off the heating, you would feel cozier if you know these details.
Are there other foreign teachers around? Other Chinese who know reasonable English? When my International Officer suddenly left my school I was in a sorry situation where communication with the school’s Chinese-speaking "leaders" turned out to be virtually impossible! Such a big difference these little details make.
Now comes the easy bit, the teaching. Insist on co-workers or Chinese teaching assistants to be present for your classes at least during the initial period. If you are walking into a classroom full of running, scampering, and screeching kids alone, then good luck! It would be helpful if you could take some books on teaching Conversational English with you, and certainly even more helpful if you are a born linguist who can pick up Chinese faster than your students pick up English.
Most classes are generally unstructured, and as the “foreign expert” you are given a lot of independence in the framing of your lessons. Some schools might provide you with instructional material. Even so be innovative. The Internet is a wonderful storehouse of lessons. It doesn’t matter whether you are here on a lark or with the serious intent of adding pages to your CV, the fact is that your school is paying you to teach.
By Smitha Murthy
Landing in China can be either a rewarding, learning experience in this eastern land of adventurous promise or a frustrating, chaotic, experience in an Oriental morass. The choice of this experience lies partly with the teacher and mostly with a bizarre combination of factors that go by various names such as luck, destiny and yes, even karma.
Having just completed a 10-month assignment teaching spoken English in East China to a group that ranged from teeny kindergarten kids to scrawny teenagers to adults in all shapes and sizes, I could sum up my experience here in one word: learning. No matter how lousy the conditions or how fantastic the adulation showered on you, ultimately this is what it boils down to. Teach in China and you end up being a student yourself. An unwilling, grumpy learner or a grateful and eager learner, the choice is yours.
Practical Considerations
The ways to get into China are fairly straightforward, be it through the friendly contacts or through the omnipresent Internet or through placement agencies. The way doesn’t matter really. But investing ten months of your life and your career in a new land is a risk you have to consider, and the success of this investment depends sometimes on just a roll of the dice.
First, you could run the risk of being cheated out of your experience by crooks who run scams in the name of schools. I taught in China’s biggest education group, which runs more than nine boarding schools all over the country and still had to face an initial harrowing time with visas and bogus work permits that the concerned school conveniently chose to pass off as its own. In reality it had no license to hire foreign teachers. Make sure you have armed yourself with facts. Check, check, double-check, and verify the credentials of the school, university or institute that you are considering. The Internet is a wonderful source for such information, a few hours on the Web would always land you with someone who knows someone who knows someone who was teaching there. The shape of your journey would be molded here.
The location of your school is equally important. There is more to China than Beijing and Shanghai. A fair number of cities are quite well-developed and can certainly provide you with a wonderful peek into the heart of China. Looking for a mild winter? Head to South China. Prefer a balanced mix? Consider East China with its beautiful beaches. Avoid as much as possible the Northwest, generally the least developed section of China, unless you are really looking to rough it.
After location and the school comes your contract. This is your lifeline. Make sure you have the original stamped contract with you before you even set foot on these shores. The sign of authenticity in China is the red stamp on the contract. Make sure your contract states the pay, the number of hours to be taught, and the airfare reimbursement…all the little details necessary and needed. Clarify with the school whether weekdays are free and whether you get paid holidays. Clarify anything and everything. Better to sound like a fool than be one. The Z-Visa is a must; landing in China on a tourist visa is fraught with dangers.
Although most schools in China wouldn’t negotiate, there is no reason why you should settle for anything less than RMB 4000. A school or university which offers you less than this is really trying to cut corners and should be avoided. Don’t be persuaded by glib claims that the average salary of the Chinese teacher is only half of yours. Maybe true, but then the average Chinese teacher hasn’t left his country. So state your price, especially if you have a fancy degree. Inquire about your living conditions. Does your apartment have heating or an air conditioner? Small matter, but considering that I nearly froze to death in winter when the school decided to switch off the heating, you would feel cozier if you know these details.
Are there other foreign teachers around? Other Chinese who know reasonable English? When my International Officer suddenly left my school I was in a sorry situation where communication with the school’s Chinese-speaking "leaders" turned out to be virtually impossible! Such a big difference these little details make.
Now comes the easy bit, the teaching. Insist on co-workers or Chinese teaching assistants to be present for your classes at least during the initial period. If you are walking into a classroom full of running, scampering, and screeching kids alone, then good luck! It would be helpful if you could take some books on teaching Conversational English with you, and certainly even more helpful if you are a born linguist who can pick up Chinese faster than your students pick up English.
Most classes are generally unstructured, and as the “foreign expert” you are given a lot of independence in the framing of your lessons. Some schools might provide you with instructional material. Even so be innovative. The Internet is a wonderful storehouse of lessons. It doesn’t matter whether you are here on a lark or with the serious intent of adding pages to your CV, the fact is that your school is paying you to teach.
Interlanguage Chinese ESL
The interlanguage Chinese ESL students develop while acquiring English presents a unique set of challenges for both teachers and language learners. All students working to acquire a second language (L2) incorporate, as part of their learning process, an interlanguage.
What is an Interlanguage?
Much like the word suggests, an interlanguage is an intermediate language that students develop between their native language (L1) and the target language (L2). When students are in the process of learning a L2, they are using a language that is not the L1 or the L2, but a third language. This interlanguage has its own grammar, its own lexicon, its own phonetic rules, etc. Chinese ESL students develop an interlanguage that reflects the differences between Chinese and English and highlights the specific challenges they face in acquiring English.
Verb Tense
English is a language with a very complicated verb system. Important information in English is performed by auxiliaries and by verb inflections. For example, the verb be in English can be used convey a progressive state such as I am brushing my teeth. In addition, the verb have can convey a perfect state, such as in the sentence I have become a man. Chinese, on the other hand, is an uninflected verb language, meaning that other aspects of the language like word order and adverbials carry out this information. Also, verbs do not handle the concept of time in Chinese the way they do in English through the use of past and present tenses. Combined with the irregular verbs English uses (I go, I went, I have gone, I will be going), the issue of verb tense is particularly challenging for ESL students whose L1 is Chinese.
Production of Consonant /r/
Proficiency in consonant production in Chinese ESL students depends greatly on the student’s consonant production proficiency in their L1. How students pronounce the four sounds of (r) in Mandarin ([r]/[?], [z]. and [l]) foreshadows how well they will acquire the skills to pronounce English /r/. For most Chinese ESL students, inter-vocalic pronunciation of /r/ as in the word hairy develops easier that word-initial /r/ as in rabbit or post-vocalic /r/ as in car. In addition, students tend to be able to produce consonant sounds with a higher proficiency when reading a list of words than when telling a story or orally reading a narrative.
Vowel Production
One of the fundamental differences between Chinese and English is that Chinese is a tonal language. This means that by altering the pitch of a phoneme sound, a speaker can change its meaning. In English, changing a phoneme’s pitch doesn’t change its meaning, but rather is a technique used to express emotion and enthusiasm. Factoring in the fact that English has more vowel sounds than Chinese does creates a complicated scenario for Chinese ESL students. The high front lax vowel sound in a word like bit will often sound like beet and the high back lax sound in put will often sound like poot. Diphthongs also tend to be shortened to one sound in the Chinese language learner’s interlanguage. The low central back-gliding diphthong as found in a word like crowd is typically shortened to one sound.
Articles
Unlike the English language, Chinese does not use articles and the interlanguage spoken by students reflects this. These language learners often omit or misuse articles, and this issue is one that tends to linger until the later stages of L2 proficiency. The reason for this lies in the fact that article omission typically doesn’t interfere with the conveying of meaning in the same way that other aspects of the English language do. For example, the sentence I need to bring note from doctor can be easily understood as I need to bring a note from the doctor. If, however, the same sentence was phrased I need to bring story from pharmacist the vocabulary issues would prove to be more problematic than the misuse or omission of articles. Since any language’s primary function is to facilitate communication, those who are learning a new language learn the most crucial aspects first.
Simplification and Generalization
Simplification and generalization are inherent traits of any interlanguage. Chinese ESL students are no exception. At the lexical level, general words are substituted for particular words. For example, big rock might be substituted for boulder and horse might be used to describe a donkey or a zebra. At the discourse level, ESL students have difficulty mastering the social contexts in which to use a certain expression or colloquialism.
Understanding Interlanguage Chinese ESL Issues
Chinese and English are very different languages from two different language families. English features a very complicate verb system, the use of articles, and consonant and vowel challenges that all create difficulties for Chinese ESL students. By understanding how the interlanguage Chinese ESL students is developed provides both students and teachers with specific tools to move continually towards L2 proficiency.
What is an Interlanguage?
Much like the word suggests, an interlanguage is an intermediate language that students develop between their native language (L1) and the target language (L2). When students are in the process of learning a L2, they are using a language that is not the L1 or the L2, but a third language. This interlanguage has its own grammar, its own lexicon, its own phonetic rules, etc. Chinese ESL students develop an interlanguage that reflects the differences between Chinese and English and highlights the specific challenges they face in acquiring English.
Verb Tense
English is a language with a very complicated verb system. Important information in English is performed by auxiliaries and by verb inflections. For example, the verb be in English can be used convey a progressive state such as I am brushing my teeth. In addition, the verb have can convey a perfect state, such as in the sentence I have become a man. Chinese, on the other hand, is an uninflected verb language, meaning that other aspects of the language like word order and adverbials carry out this information. Also, verbs do not handle the concept of time in Chinese the way they do in English through the use of past and present tenses. Combined with the irregular verbs English uses (I go, I went, I have gone, I will be going), the issue of verb tense is particularly challenging for ESL students whose L1 is Chinese.
Production of Consonant /r/
Proficiency in consonant production in Chinese ESL students depends greatly on the student’s consonant production proficiency in their L1. How students pronounce the four sounds of (r) in Mandarin ([r]/[?], [z]. and [l]) foreshadows how well they will acquire the skills to pronounce English /r/. For most Chinese ESL students, inter-vocalic pronunciation of /r/ as in the word hairy develops easier that word-initial /r/ as in rabbit or post-vocalic /r/ as in car. In addition, students tend to be able to produce consonant sounds with a higher proficiency when reading a list of words than when telling a story or orally reading a narrative.
Vowel Production
One of the fundamental differences between Chinese and English is that Chinese is a tonal language. This means that by altering the pitch of a phoneme sound, a speaker can change its meaning. In English, changing a phoneme’s pitch doesn’t change its meaning, but rather is a technique used to express emotion and enthusiasm. Factoring in the fact that English has more vowel sounds than Chinese does creates a complicated scenario for Chinese ESL students. The high front lax vowel sound in a word like bit will often sound like beet and the high back lax sound in put will often sound like poot. Diphthongs also tend to be shortened to one sound in the Chinese language learner’s interlanguage. The low central back-gliding diphthong as found in a word like crowd is typically shortened to one sound.
Articles
Unlike the English language, Chinese does not use articles and the interlanguage spoken by students reflects this. These language learners often omit or misuse articles, and this issue is one that tends to linger until the later stages of L2 proficiency. The reason for this lies in the fact that article omission typically doesn’t interfere with the conveying of meaning in the same way that other aspects of the English language do. For example, the sentence I need to bring note from doctor can be easily understood as I need to bring a note from the doctor. If, however, the same sentence was phrased I need to bring story from pharmacist the vocabulary issues would prove to be more problematic than the misuse or omission of articles. Since any language’s primary function is to facilitate communication, those who are learning a new language learn the most crucial aspects first.
Simplification and Generalization
Simplification and generalization are inherent traits of any interlanguage. Chinese ESL students are no exception. At the lexical level, general words are substituted for particular words. For example, big rock might be substituted for boulder and horse might be used to describe a donkey or a zebra. At the discourse level, ESL students have difficulty mastering the social contexts in which to use a certain expression or colloquialism.
Understanding Interlanguage Chinese ESL Issues
Chinese and English are very different languages from two different language families. English features a very complicate verb system, the use of articles, and consonant and vowel challenges that all create difficulties for Chinese ESL students. By understanding how the interlanguage Chinese ESL students is developed provides both students and teachers with specific tools to move continually towards L2 proficiency.
Non-integrative approach to CALL
Submitted by rachid on Monday, 9 March 2009
It is widely accepted that meaningful interaction with the target language helps learners develop their L2 in many ways. This interaction allows the learner to not only produce the language, but also manipulate it, in an effort to fully understand its inner workings (Foster, 1998). That is, the learner needs to be able to synthesize new ideas by connecting them to existing information. Carey and Crittenden (2000) investigated the effectiveness of electronic bulletin boards as a tool that supports such meaningful learning with language learners. They argued that language programs generally do not provide an environment for the language learner to engage sufficiently in meaningful communication. Interactive technology, they believe, has the potential for filling this gap by allowing learners to further engage in meaningful interactions of interest to them. The authors came to this conclusion by comparing the benefits of interactive bulletin boards to successful real life models of authentic language exposure, such as immersion programs. They conclude that, today, interactive technology is fully capable of simulating social interaction, which in turn leads to a high degree of interaction among language learners. The authors, however, seem to neglect one major aspect of social interaction which is nonexistent in online interaction: emotions and body language. Communicating via bulletin boards is limited to just text. This is particularly hindering for the language learner who has linguistic constraints and is not able to use body language to overcome these limitations. Podcasting as will be implemented in this research project, on the other hand, could provide a suitable platform for authentic language interaction. As learners develop group podcasts, for example, they gather information, write scripts, do group corrections and read their parts. At the same time, they are interpreting each others’ movements and body language as an additional form of input to help validate their understanding.
Another study, by Wagener (2006), looked at the value of using online digital video to help adult language learners develop independent language skills. According to the researcher, video serves as a helpful instrument for exposing the language learner to authentic language. In addition, digital video facilitates the process of acculturation through socio-cultural information. In the study, participants were required to use the video lab individually for a specific number of hours each week. Video segments were collected from various sources on the Internet and were deemed of particular interest to the learners. The main focus for some students was to improve listening skills and vocabulary development. For others, the aim was to instantly translate video segments. The results of the study indicate that the majority of participants responded positively to the use of online video as an instrument for language learning. Participants found online video to be especially helpful for improving listening skills, expanding vocabulary and widening their knowledge of current affairs. Video, as was used in this study, adds an important dimension to authentic language exposure, and fosters independent learning. A major limitation to this approach, however, is its lack of social interaction as each learner is confined to a separate area in the computer lab, in isolation from other learners and with no opportunity for language exchange. Brown (2001) argues that direct interaction is a critical element in the language classroom that needs to exist at all stages of language acquisition. It is this very limitation that this study aims at addressing vis-à-vis one-teacher and other native-speaker-generated audio, which is the predominant form of podcasting today.
Ayres (2002) investigated how language learners respond to CALL and its relevancy in the context of language learning. The study was conducted at New Zealand’s School of English and Applied Linguistics with 175 non-native undergraduate students enrolled in various language programs. In the study, participants were given the opportunity to use various types of software they had to use but were not instructed on which part of the software to use or how to use it. This flexibility allowed students to freely interact with the software and guide their own learning of the target language. Follow-up surveys were administered to assess participants’ attitudes towards using the software. The study concludes that learners clearly favored classroom language instruction as opposed to strictly CALL instructions. However, most participants reported a high level of motivation with CALL and considered it to be a very useful tool for improving writing and spelling. These results clearly indicate that successful implementation of CALL is dependent on how it is integrated within the existing environment of the language classroom. It is important to understand that computer-based technology by itself is often irrelevant when implemented in isolation from the learning goals and objectives of the class. Implementation, therefore, needs to be aligned with the goals of the existing curriculum in order to provide a meaningful learning environment for the student.
In 2004, a study conducted by the Defense Language Institute looked into the efficacy of CALL in the process of vocabulary acquisition. Tozcu and Coady (2004) hypothesized that there is a universal model for word recognition that applies to both native and non-native speakers of a language. Automaticity, they argue, is an essential variable for successful vocabulary acquisition. A total of 56 intermediate level students were selected to investigate this question. 28 of them were placed in the treatment group using computers and the other 28 in the control group using only print material. A pre-test and a post-test were administered to assess the degree of vocabulary acquisition with both groups. The research concluded that using a computer to learn vocabulary results in faster and more successful acquisition of frequent vocabulary. In addition, students in the treatment group showed major improvement in their reading comprehension skills. The study recognizes, however, that students in the control group showed a level of improvement in vocabulary acquisition using solely print material that is noticeable, although not as significant as that of the experimental group. Even though the results of the study appear to be quite encouraging, they do not provide any evidence of long term retention of vocabulary as the interval between the pre-test and post-test is only two months. Furthermore, all students’ activities were completed in isolation from the environment of the classroom, making it difficult to empirically attribute vocabulary gains strictly to the use of technology.
It is widely accepted that meaningful interaction with the target language helps learners develop their L2 in many ways. This interaction allows the learner to not only produce the language, but also manipulate it, in an effort to fully understand its inner workings (Foster, 1998). That is, the learner needs to be able to synthesize new ideas by connecting them to existing information. Carey and Crittenden (2000) investigated the effectiveness of electronic bulletin boards as a tool that supports such meaningful learning with language learners. They argued that language programs generally do not provide an environment for the language learner to engage sufficiently in meaningful communication. Interactive technology, they believe, has the potential for filling this gap by allowing learners to further engage in meaningful interactions of interest to them. The authors came to this conclusion by comparing the benefits of interactive bulletin boards to successful real life models of authentic language exposure, such as immersion programs. They conclude that, today, interactive technology is fully capable of simulating social interaction, which in turn leads to a high degree of interaction among language learners. The authors, however, seem to neglect one major aspect of social interaction which is nonexistent in online interaction: emotions and body language. Communicating via bulletin boards is limited to just text. This is particularly hindering for the language learner who has linguistic constraints and is not able to use body language to overcome these limitations. Podcasting as will be implemented in this research project, on the other hand, could provide a suitable platform for authentic language interaction. As learners develop group podcasts, for example, they gather information, write scripts, do group corrections and read their parts. At the same time, they are interpreting each others’ movements and body language as an additional form of input to help validate their understanding.
Another study, by Wagener (2006), looked at the value of using online digital video to help adult language learners develop independent language skills. According to the researcher, video serves as a helpful instrument for exposing the language learner to authentic language. In addition, digital video facilitates the process of acculturation through socio-cultural information. In the study, participants were required to use the video lab individually for a specific number of hours each week. Video segments were collected from various sources on the Internet and were deemed of particular interest to the learners. The main focus for some students was to improve listening skills and vocabulary development. For others, the aim was to instantly translate video segments. The results of the study indicate that the majority of participants responded positively to the use of online video as an instrument for language learning. Participants found online video to be especially helpful for improving listening skills, expanding vocabulary and widening their knowledge of current affairs. Video, as was used in this study, adds an important dimension to authentic language exposure, and fosters independent learning. A major limitation to this approach, however, is its lack of social interaction as each learner is confined to a separate area in the computer lab, in isolation from other learners and with no opportunity for language exchange. Brown (2001) argues that direct interaction is a critical element in the language classroom that needs to exist at all stages of language acquisition. It is this very limitation that this study aims at addressing vis-à-vis one-teacher and other native-speaker-generated audio, which is the predominant form of podcasting today.
Ayres (2002) investigated how language learners respond to CALL and its relevancy in the context of language learning. The study was conducted at New Zealand’s School of English and Applied Linguistics with 175 non-native undergraduate students enrolled in various language programs. In the study, participants were given the opportunity to use various types of software they had to use but were not instructed on which part of the software to use or how to use it. This flexibility allowed students to freely interact with the software and guide their own learning of the target language. Follow-up surveys were administered to assess participants’ attitudes towards using the software. The study concludes that learners clearly favored classroom language instruction as opposed to strictly CALL instructions. However, most participants reported a high level of motivation with CALL and considered it to be a very useful tool for improving writing and spelling. These results clearly indicate that successful implementation of CALL is dependent on how it is integrated within the existing environment of the language classroom. It is important to understand that computer-based technology by itself is often irrelevant when implemented in isolation from the learning goals and objectives of the class. Implementation, therefore, needs to be aligned with the goals of the existing curriculum in order to provide a meaningful learning environment for the student.
In 2004, a study conducted by the Defense Language Institute looked into the efficacy of CALL in the process of vocabulary acquisition. Tozcu and Coady (2004) hypothesized that there is a universal model for word recognition that applies to both native and non-native speakers of a language. Automaticity, they argue, is an essential variable for successful vocabulary acquisition. A total of 56 intermediate level students were selected to investigate this question. 28 of them were placed in the treatment group using computers and the other 28 in the control group using only print material. A pre-test and a post-test were administered to assess the degree of vocabulary acquisition with both groups. The research concluded that using a computer to learn vocabulary results in faster and more successful acquisition of frequent vocabulary. In addition, students in the treatment group showed major improvement in their reading comprehension skills. The study recognizes, however, that students in the control group showed a level of improvement in vocabulary acquisition using solely print material that is noticeable, although not as significant as that of the experimental group. Even though the results of the study appear to be quite encouraging, they do not provide any evidence of long term retention of vocabulary as the interval between the pre-test and post-test is only two months. Furthermore, all students’ activities were completed in isolation from the environment of the classroom, making it difficult to empirically attribute vocabulary gains strictly to the use of technology.
Thursday, April 29, 2010
Wednesday, April 14, 2010
Prompt 12
Reading Prompt #12
*Ockey, G. J. (2009). Developments and Challenges in the Use of
Computer-Based Testing for Assessing Second Language Ability.
Modern Language Journal, 93(Focus Issue), 836-847.
*Cummins, P. W. & Davesne, C. L. (2009). Using Electronic Portfolios
for Second Language Assessment. Modern Language Journal, 93(Focus
Issue), 848-867.
Ockey argues that Computer based testing has failed to realize its anticipated potential. Describe and discuss on his reasons for his view, and tell why you either agree or disagree with him.
Cummins & Davesne offer an alternative to CBT with electronic portfolios. Comment on some of the ideas from this article that you'd be interested in trying out in your own classroom.
Computer-based testing (CBT) has been being used to assess second language ability, and it has made it possible to score essays, oral speech samples, or other test responses more reliably and practically. But CBT has failed to realize its anticipated potential. CBT security is one of the failures. Appropriate test security has to ensure that test takers cannot access to questions prior to the exam. I would like to set IELTS or TOEFL tests as example, test takers normally know that the test items are frequently repeated, so many of them access to internet and download old tests as many as possible items to memorize, and all get really good scores. This “shortcut” somehow makes the test “invalid” and not fair to all test takers. The Item bank of CBT is limited, so the CBT security still has a long way to be developed.
Cummins & Davesne (2009) mention that computer assessments of second language learner outcomes include computer-based testing (CBT), computer-adaptive testing (CAT), semi-adapted CAT, and also alternative form of electronic-portfolios (EPs), because machine cannot fully replicate the interpretive abilities of human beings, portfolio assessment is a reasonable alternative form of evaluating L2s’ linguistic outcomes and competence. Portfolio is defined by Norton and Wiburg (1998) as a collection of student work that demonstrate student’s motivation, academic progress, and achievement. As electronic-portfolio, it has more powerful function than paper-based portfolios in their capabilities of storing a wide variety of media files, such as audio files, video files, movies, and power point etc. and also EPs are easy for students and instructors to share and interact. The article mentioned that EPs can help students assess themselves, and I really think teachers can use it in classroom assessment. EPs can help students to set goals, and track progress they make it’s a good way for students to understand their skill levels and knowledgebase.
*Ockey, G. J. (2009). Developments and Challenges in the Use of
Computer-Based Testing for Assessing Second Language Ability.
Modern Language Journal, 93(Focus Issue), 836-847.
*Cummins, P. W. & Davesne, C. L. (2009). Using Electronic Portfolios
for Second Language Assessment. Modern Language Journal, 93(Focus
Issue), 848-867.
Ockey argues that Computer based testing has failed to realize its anticipated potential. Describe and discuss on his reasons for his view, and tell why you either agree or disagree with him.
Cummins & Davesne offer an alternative to CBT with electronic portfolios. Comment on some of the ideas from this article that you'd be interested in trying out in your own classroom.
Computer-based testing (CBT) has been being used to assess second language ability, and it has made it possible to score essays, oral speech samples, or other test responses more reliably and practically. But CBT has failed to realize its anticipated potential. CBT security is one of the failures. Appropriate test security has to ensure that test takers cannot access to questions prior to the exam. I would like to set IELTS or TOEFL tests as example, test takers normally know that the test items are frequently repeated, so many of them access to internet and download old tests as many as possible items to memorize, and all get really good scores. This “shortcut” somehow makes the test “invalid” and not fair to all test takers. The Item bank of CBT is limited, so the CBT security still has a long way to be developed.
Cummins & Davesne (2009) mention that computer assessments of second language learner outcomes include computer-based testing (CBT), computer-adaptive testing (CAT), semi-adapted CAT, and also alternative form of electronic-portfolios (EPs), because machine cannot fully replicate the interpretive abilities of human beings, portfolio assessment is a reasonable alternative form of evaluating L2s’ linguistic outcomes and competence. Portfolio is defined by Norton and Wiburg (1998) as a collection of student work that demonstrate student’s motivation, academic progress, and achievement. As electronic-portfolio, it has more powerful function than paper-based portfolios in their capabilities of storing a wide variety of media files, such as audio files, video files, movies, and power point etc. and also EPs are easy for students and instructors to share and interact. The article mentioned that EPs can help students assess themselves, and I really think teachers can use it in classroom assessment. EPs can help students to set goals, and track progress they make it’s a good way for students to understand their skill levels and knowledgebase.
Thursday, April 8, 2010
Prompt 11
Reading Prompt #11
RICHARDSON Ch. 6. The Social Web: Learning Together
BLACKBOARD - Warschauer, M., Knobel, M., & Stone, L. (2004). Technology and equity in schooling: Deconstructing the Digital Divide. Educational Policy, 18(4), 562-588.
Share an idea of two about how you could use the ideas from Richardson with ESL students.
What is the "digital divide?' And why do Warschauer et al argue that this term may longer be applicable. What are the issues they found regarding differences in technology use with ELLs and other low socioeconomic students. What are some ways you could address this in your own schools or programs?
Richardson introduced “Twitter” and “social bookmarking” to facilitate ESL learning, and I am really interested in the “Twitter”. Twitter was created as a way to send quick updates to any “followers”, and it limits you to 140 characters per tweet (p.86). As a “micro-blogging” tool, twitter allows students to follow educators, post questions and get answers, share link to great blogs, or share ideas for their projects. And twitter can also be used to check students’ progress of their projects, for example, I used to use twitter to finish my “tutor project”, for each tutor hour, I would update the tweet. By checking the tweets, the teacher would know whether I finished my project or not. Moreover, the cell phone feature of twitter can help students to post update, check feedback, or interact with followers no matter when and where. I will definitely use twitter in ESL teaching.
The term “digital divide” refers that based on different socioeconomic status, students have different opportunities and abilities to access the digital technologies. And Warschauer et al argues that this term may no longer be applicable because right now, even though both the high and low socioeconomic schools use computer for teaching and learning, but there is great gap in using this technology. The high socioeconomic students are tending to use computer in more ways than low socioeconomic students. In ESL classroom, the ELLs normally have more troubles in using computer than native speaker students. To address this issue, I think first of all, educators need to be well trained to use these technologies. Second, when using digital technology, don’t assume students know how to use “power point” or check “blackboard” etc., teachers need to give students explicit instruction.
RICHARDSON Ch. 6. The Social Web: Learning Together
BLACKBOARD - Warschauer, M., Knobel, M., & Stone, L. (2004). Technology and equity in schooling: Deconstructing the Digital Divide. Educational Policy, 18(4), 562-588.
Share an idea of two about how you could use the ideas from Richardson with ESL students.
What is the "digital divide?' And why do Warschauer et al argue that this term may longer be applicable. What are the issues they found regarding differences in technology use with ELLs and other low socioeconomic students. What are some ways you could address this in your own schools or programs?
Richardson introduced “Twitter” and “social bookmarking” to facilitate ESL learning, and I am really interested in the “Twitter”. Twitter was created as a way to send quick updates to any “followers”, and it limits you to 140 characters per tweet (p.86). As a “micro-blogging” tool, twitter allows students to follow educators, post questions and get answers, share link to great blogs, or share ideas for their projects. And twitter can also be used to check students’ progress of their projects, for example, I used to use twitter to finish my “tutor project”, for each tutor hour, I would update the tweet. By checking the tweets, the teacher would know whether I finished my project or not. Moreover, the cell phone feature of twitter can help students to post update, check feedback, or interact with followers no matter when and where. I will definitely use twitter in ESL teaching.
The term “digital divide” refers that based on different socioeconomic status, students have different opportunities and abilities to access the digital technologies. And Warschauer et al argues that this term may no longer be applicable because right now, even though both the high and low socioeconomic schools use computer for teaching and learning, but there is great gap in using this technology. The high socioeconomic students are tending to use computer in more ways than low socioeconomic students. In ESL classroom, the ELLs normally have more troubles in using computer than native speaker students. To address this issue, I think first of all, educators need to be well trained to use these technologies. Second, when using digital technology, don’t assume students know how to use “power point” or check “blackboard” etc., teachers need to give students explicit instruction.
Thursday, April 1, 2010
Prompt 10
*RICHARDSON Ch. 7. Fun with Flickr: Creating, Publishing, and Using Images Online
*BLACKBOARD - Kern, R. (2006). Perspectives on technology in learning and teaching languages. TESOL Quarterly, 40(1), 183-210.
After reading Richardson, what ideas do you have for using images and programs such as Flickr in the language learning classroom?
Kern gives a broad overview of issues in CALL, with specific examples from three areas and implications for teaching and research. Select and share your own thoughts and opinions on one or more issues that Kern raises.
Richardson mentioned that the images and the Flickr program have great potential for education. In the language learning classroom, the Flickr can be used to create presentations and slid shows; illustrate poetry; teach social software, teach geography, etc. (Richardson, p.101). The Flickr has a very useful tool, which is the annotation feature that allows adding notes to parts of the image, so students can identify what they see. And also, teachers can ask students to make comment on what they see. What’s more, The Flickr can have “tags” or each uploaded pictures, and these tags allow these pictures searchable worldwide. Students can search their interested photos, by leaving comments on these photos, they can learn more about the photographer and the photograph. In a word, Flivkr has a great potential for language learning, and should be widely used I language learning classroom.
CALL has been by and large successfully used in language learning area, and the main issue of the effectiveness has been raised. Kern (2006) said the answer to the CALL effectiveness is "sometimes yes, sometimes no; sometimes yes for some learners but not for others". I totally agree with this. CALL technologies, such as videos, CALL tutorials and chat rooms have different features, and will be effective in different teaching area, so, for educators, they should be clear that the effectiveness of technologies needs to be measured by the particular ways in which the technology is used. When using CALL in language teaching, teachers need to be aware of how to best use them to accomplish specific goals, and ask what it means to use computer for learning and using a language.
*BLACKBOARD - Kern, R. (2006). Perspectives on technology in learning and teaching languages. TESOL Quarterly, 40(1), 183-210.
After reading Richardson, what ideas do you have for using images and programs such as Flickr in the language learning classroom?
Kern gives a broad overview of issues in CALL, with specific examples from three areas and implications for teaching and research. Select and share your own thoughts and opinions on one or more issues that Kern raises.
Richardson mentioned that the images and the Flickr program have great potential for education. In the language learning classroom, the Flickr can be used to create presentations and slid shows; illustrate poetry; teach social software, teach geography, etc. (Richardson, p.101). The Flickr has a very useful tool, which is the annotation feature that allows adding notes to parts of the image, so students can identify what they see. And also, teachers can ask students to make comment on what they see. What’s more, The Flickr can have “tags” or each uploaded pictures, and these tags allow these pictures searchable worldwide. Students can search their interested photos, by leaving comments on these photos, they can learn more about the photographer and the photograph. In a word, Flivkr has a great potential for language learning, and should be widely used I language learning classroom.
CALL has been by and large successfully used in language learning area, and the main issue of the effectiveness has been raised. Kern (2006) said the answer to the CALL effectiveness is "sometimes yes, sometimes no; sometimes yes for some learners but not for others". I totally agree with this. CALL technologies, such as videos, CALL tutorials and chat rooms have different features, and will be effective in different teaching area, so, for educators, they should be clear that the effectiveness of technologies needs to be measured by the particular ways in which the technology is used. When using CALL in language teaching, teachers need to be aware of how to best use them to accomplish specific goals, and ask what it means to use computer for learning and using a language.
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