Dodge, B. (1997). Webquests. Retrieved July 22, 2008, from San Diego State University WebQuest site: http://webquest.sdsu.edu/about webquests.html
This article defined WebQuests as an inquiry-oriented activity in which some or all the information that learners interact with comes from resources on the internet, optionally supplemented with videoconferencing. It also described two kinds of Webquests Short term and Long term. Short term meaning it can be completed in one to three class periods. Long term can take between one week and a month in a classroom. In my own words WebQuests are kind of like Websites that are focused on critical pedagogy and a central theme. It is interactive and hooks the WebQuester. Some of the benefits of WebQuests include skill in Comparing, Classifying, Inducing, Deducing, Analyzing errors, Constructing support, Abstraction, and Analyzing perspectives. Whew!
I have made a WebQuest before and I have it saved on a CD. It was based on a book called Kumak's House by Michael Bania. I remember it took a long time much like the Website I'm making now and then I was a little more energetic. I haven't had too much thought or need to create another one. That was my personal connection to this reading. When I get back I will take a look at the WebQuest. Hmmm!
My question is what are the differences between Websites and WebQuests. I had thought about that in my personal definitions of WebQuests. If I had made this WebQuest on Yup'ik Level 1 Standards instead of a Website, I am trying to think how much of a difference they would be.
Meskill, C. (2005). Triadic scaffolds: Tools for teaching english language learners with computers. Language Learning & Technology, 9, 46-59.
This research article is about study done on triadic discourse (teacher, learner, computer). This article emphasizes that computer use in language learning situations and especially with ESOL students captures, motivates, and anchors learners attention to and render comprehensible the target language they hear and see on and around the computer screen (p. 46). Data collecting techniques used here were audio recorded interviews, informal conversations, and field notes on non-verbal cues. So this research resulted in showing that teachers make all the difference in the classroom setting. Although the use of computers enhances the learning outcomes and language, teachers have a critical role in meeting the needs of children. Language learning can be assisted through careful planning and this article also made reference to CALL.
I hope this is what we have been planning for in this class. I like how this article talks about the teacher being vital in success in student language learning, but also to use computers in a way that would benefit the learners.
My question here is what is the research question? Sabine, did I miss it? I wanted to know that.
Sunday, July 27, 2008
Saturday, July 26, 2008
LING 695- Annotations, Rationale (For Dr. Webster)
Annotations: (children book)for my thematic unit
Sloat, T. & Huffman, B. (2004). Berry magic. Portland: Alaska Northwest Books.
This is a retelling of an old story about picking berries in the tundra. The main character is Anana and how she uses magic to plump and make the berries juicy. This fictionalized book uses some Yup’ik words such as pelatuuk, akutaq, and qaspeq. The book displays page after page of colorful illustrations and is in context with the Yup’ik community of readers.
I would use this as a literature for a Berry Picking Unit that I created. Some of the key vocabulary within the book include the Yup’ik words pelatuuk, akutaq, and qaspeq. I would use this book as my Alaskan and Yup’ik Eskimo Multicultural Literature and connect this reading to other Circumpolar cultures such as Eskimos from Siberia, Canada, and Greenland. I would find other literature that are similar to Berry Magic from each country mentioned and create a multicultural comparison between these cultures and the Yup’ik.
Sloat, T. (2006). Teri sloat: Author and illustrator. Retrieved July 21, 2008, from http://www.terisloat.com/.
This is a Website created by Teri Sloat, author and illustrator. Some of the features in this site are meet teri sloat, her book gallery, schools and conferences, fun and games, contacting teri, and art gallery. The Meet Teri Sloat is a written and illustrated autobiography of her upbringing, her personal education, her teaching in Alaska, and raising a family. It’s a neat timeline of her experiences. The Book Gallery are a list of books she’s written and illustrated with her short annotations of each. Schools and Conferences are a list of recommended conferences that she’s affiliated with and/or attended. Fun and Games are a set of different activities which she created. Viewers and net surfers have a choice of playing games and printing out color sheets.The Art Gallery displays her numerous talents and how to order these prints. Contacting Teri shows her email address.
This is a great resource to have because she show cases all her books and her art. I would use this site as a reference and resourse in teaching Multicultural Literature, especially utilizing her books Hungry Giant of the Tundra, Eye of the Needle, There Was An Old Lady Who Swallowed A Trout, and Dance On A Sealskin. The students would be able to paroose this site and get to know the author. The games would be fun for them to play and I am able to print coloring pages for the students.
Seale, D.,& Slapin, B. (Eds.). (2005). A broken flute: The native experience in book for children. Lanham, MD: Altamira. Berkley, CA: Oyate.
This book is a comprehensive resource that covers a wide range of Native American literary reviews. The content includes Living stories, Native American Poetry, Native American Literature reviews, and other reviews that incorporated Native American characters. Some of the topics and reviews covered here include biographies about Native Americans, Thanksgiving, Little House On The Prairie, Missionary Schools, and Reservations. The authors review many literature and present the flaws and provide actual events. This book is gives ideas on how to find great and not so great Native American books. Native authors of A Broken Flute corrects the many children and teenage books that have been written about or books with Native Americans context. They are straightforward and honest in every regard.
I would use this book as a reference and guide when I plan on using Multicultural Literature regarding Native Americans. I would use this to look for authencity and historical accuracy of any book here that is examined by Seale and Slapin. Since I plan on making a thematic unit on Native Americans as part of my thesis and research topic, I will use this to help select books appropriate and noteworthy. There are hundreds of books out there and even if the books are not represented here in A Broken Flute, I am able to question Multicultural Literature thanks to Seale and Slapins book. I know I need to check many ideas based on the appearance, content, and relevancy.
Webster, J., & John, A. (Eds). (2008). LING695: Multiliteraticies in second language classrooms (Course Pack).
This is a culturally appropriate and relevant set of Alaskan and Native American readings. Some include Qaneciit and some are Qulirat. These stories are traditional oral stories and accounts of native people. Also included are different articles on multimodal literacy approaches for teachers such as articles about digital or technological approaches. There is an annotation section included on books selected by the International Reading Association in 2007. Annotations are done for Multicultural Literature such as trade books.
How I would use this Course Pack is by selecting the Alaskan Native Qulirat and Qanemciit. In my school district we are required to expose and have students restate Qulirat and Qanemciit. This would be an excellent source for that because I do not have many written resources for this. Another way I plan on integrating this is by using the Literature Circles within my language program. I have not done much with this and I like how my instructor, Dr. Webster, emphasizes starting small by introducing one component of the Literature Circle. Like having student engage in Summarizing activities. This can be a great start for me.
McHenry, T. (2002). Words as big as the screen: Native American languages and the internet. Language Learning & Technology, 6, 102-115
This article talks about how much of the research and revitalization efforts of Native American languages were primarily conducted by non-native educators, linguists, and anthropologists studying native cultures and languages. This presented many problems given the history of Native American cultures and languages at the time of contact to present day. Given the need for Native American educators, linguists, and anthropologist, this article encourages Native Americans to pursue these roles and further create modes for Native Language Education. McHenry quotes Morrow (1987) by stating natives and researchers want Native Americans to make “the best of both worlds” by maintaining fluency in English while learning or maintaining the Native language. She suggests that Native Americans create Native WebPages as a means to help language revitalization efforts. The emphasis here is that Website promotes native authorship, authenticity, and factuality of the information.
As I read this article, I am forced to rethink my personal Webpage for this class and will visit this Tulalip Elementary School Website. This article hit the nail for me and made me rethink the direction, goal, and aim for my personal Website. I understand and the article points that Websites alone cannot save endangered languages, however can promote Native pride through self conservation, self knowledge, and just simply seeing your Native language online. This gives me a direction in creating my own Webpage, and I am thinking of some essential questions as I begin to create this site. Some questions to think about include: is the text manageable, easy to read, are vocabulary in context, what levels of lessons are presented, does audio match correct vocabulary, does this encourage TRP (Total Physical Response) or do I want it to, and is this Website reliant on English.
Lind, M. (Composer). How the crane got its blue eyes. [D. Olick, Conductor]. Fairbanks, Alaska, United States of America.
This story is a Qanemciq about a crane living on a tundra. This traditional tale is a common story heard among the Yup’ik communities. The crane takes out his eyes and loses them and tried several berries on for color to replace his lost eyes. The value here is to tell the truth. Maggie Lind of Bethel tells this orally.
I would use this recording with my berry picking thematic unit and for culture week. I would like students to become familiar with Yup’ik Qanemciit and Qulirat. These stories are integral parts of the Yup’ik history. Students need to be able to retell and respond to oral Yup’ik stories. I would like the students to compare and contrast written forms and these oral histories. Some of the activities I would like to use is to have the students dramatize How the Crane Got His Blue Eyes.
Sundown, J. (2008). How to Make Akutaq Power Point Presentation. Created University of Alaska Fairbanks, Summer.
Sundown, J. (2008). Berry Delicious Website. Created University of Alaska Fairbanks, Summer.
CU )curriculum use, general form can be use…take out “I”.
Pitka, M. (2008) Akutaq dance.
www.uaf.edu/jpw/NLLN.html
Sloat, T. & Huffman, B. (2004). Berry magic. Portland: Alaska Northwest Books.
This is a retelling of an old story about picking berries in the tundra. The main character is Anana and how she uses magic to plump and make the berries juicy. This fictionalized book uses some Yup’ik words such as pelatuuk, akutaq, and qaspeq. The book displays page after page of colorful illustrations and is in context with the Yup’ik community of readers.
I would use this as a literature for a Berry Picking Unit that I created. Some of the key vocabulary within the book include the Yup’ik words pelatuuk, akutaq, and qaspeq. I would use this book as my Alaskan and Yup’ik Eskimo Multicultural Literature and connect this reading to other Circumpolar cultures such as Eskimos from Siberia, Canada, and Greenland. I would find other literature that are similar to Berry Magic from each country mentioned and create a multicultural comparison between these cultures and the Yup’ik.
Sloat, T. (2006). Teri sloat: Author and illustrator. Retrieved July 21, 2008, from http://www.terisloat.com/.
This is a Website created by Teri Sloat, author and illustrator. Some of the features in this site are meet teri sloat, her book gallery, schools and conferences, fun and games, contacting teri, and art gallery. The Meet Teri Sloat is a written and illustrated autobiography of her upbringing, her personal education, her teaching in Alaska, and raising a family. It’s a neat timeline of her experiences. The Book Gallery are a list of books she’s written and illustrated with her short annotations of each. Schools and Conferences are a list of recommended conferences that she’s affiliated with and/or attended. Fun and Games are a set of different activities which she created. Viewers and net surfers have a choice of playing games and printing out color sheets.The Art Gallery displays her numerous talents and how to order these prints. Contacting Teri shows her email address.
This is a great resource to have because she show cases all her books and her art. I would use this site as a reference and resourse in teaching Multicultural Literature, especially utilizing her books Hungry Giant of the Tundra, Eye of the Needle, There Was An Old Lady Who Swallowed A Trout, and Dance On A Sealskin. The students would be able to paroose this site and get to know the author. The games would be fun for them to play and I am able to print coloring pages for the students.
Seale, D.,& Slapin, B. (Eds.). (2005). A broken flute: The native experience in book for children. Lanham, MD: Altamira. Berkley, CA: Oyate.
This book is a comprehensive resource that covers a wide range of Native American literary reviews. The content includes Living stories, Native American Poetry, Native American Literature reviews, and other reviews that incorporated Native American characters. Some of the topics and reviews covered here include biographies about Native Americans, Thanksgiving, Little House On The Prairie, Missionary Schools, and Reservations. The authors review many literature and present the flaws and provide actual events. This book is gives ideas on how to find great and not so great Native American books. Native authors of A Broken Flute corrects the many children and teenage books that have been written about or books with Native Americans context. They are straightforward and honest in every regard.
I would use this book as a reference and guide when I plan on using Multicultural Literature regarding Native Americans. I would use this to look for authencity and historical accuracy of any book here that is examined by Seale and Slapin. Since I plan on making a thematic unit on Native Americans as part of my thesis and research topic, I will use this to help select books appropriate and noteworthy. There are hundreds of books out there and even if the books are not represented here in A Broken Flute, I am able to question Multicultural Literature thanks to Seale and Slapins book. I know I need to check many ideas based on the appearance, content, and relevancy.
Webster, J., & John, A. (Eds). (2008). LING695: Multiliteraticies in second language classrooms (Course Pack).
This is a culturally appropriate and relevant set of Alaskan and Native American readings. Some include Qaneciit and some are Qulirat. These stories are traditional oral stories and accounts of native people. Also included are different articles on multimodal literacy approaches for teachers such as articles about digital or technological approaches. There is an annotation section included on books selected by the International Reading Association in 2007. Annotations are done for Multicultural Literature such as trade books.
How I would use this Course Pack is by selecting the Alaskan Native Qulirat and Qanemciit. In my school district we are required to expose and have students restate Qulirat and Qanemciit. This would be an excellent source for that because I do not have many written resources for this. Another way I plan on integrating this is by using the Literature Circles within my language program. I have not done much with this and I like how my instructor, Dr. Webster, emphasizes starting small by introducing one component of the Literature Circle. Like having student engage in Summarizing activities. This can be a great start for me.
McHenry, T. (2002). Words as big as the screen: Native American languages and the internet. Language Learning & Technology, 6, 102-115
This article talks about how much of the research and revitalization efforts of Native American languages were primarily conducted by non-native educators, linguists, and anthropologists studying native cultures and languages. This presented many problems given the history of Native American cultures and languages at the time of contact to present day. Given the need for Native American educators, linguists, and anthropologist, this article encourages Native Americans to pursue these roles and further create modes for Native Language Education. McHenry quotes Morrow (1987) by stating natives and researchers want Native Americans to make “the best of both worlds” by maintaining fluency in English while learning or maintaining the Native language. She suggests that Native Americans create Native WebPages as a means to help language revitalization efforts. The emphasis here is that Website promotes native authorship, authenticity, and factuality of the information.
As I read this article, I am forced to rethink my personal Webpage for this class and will visit this Tulalip Elementary School Website. This article hit the nail for me and made me rethink the direction, goal, and aim for my personal Website. I understand and the article points that Websites alone cannot save endangered languages, however can promote Native pride through self conservation, self knowledge, and just simply seeing your Native language online. This gives me a direction in creating my own Webpage, and I am thinking of some essential questions as I begin to create this site. Some questions to think about include: is the text manageable, easy to read, are vocabulary in context, what levels of lessons are presented, does audio match correct vocabulary, does this encourage TRP (Total Physical Response) or do I want it to, and is this Website reliant on English.
Lind, M. (Composer). How the crane got its blue eyes. [D. Olick, Conductor]. Fairbanks, Alaska, United States of America.
This story is a Qanemciq about a crane living on a tundra. This traditional tale is a common story heard among the Yup’ik communities. The crane takes out his eyes and loses them and tried several berries on for color to replace his lost eyes. The value here is to tell the truth. Maggie Lind of Bethel tells this orally.
I would use this recording with my berry picking thematic unit and for culture week. I would like students to become familiar with Yup’ik Qanemciit and Qulirat. These stories are integral parts of the Yup’ik history. Students need to be able to retell and respond to oral Yup’ik stories. I would like the students to compare and contrast written forms and these oral histories. Some of the activities I would like to use is to have the students dramatize How the Crane Got His Blue Eyes.
Sundown, J. (2008). How to Make Akutaq Power Point Presentation. Created University of Alaska Fairbanks, Summer.
Sundown, J. (2008). Berry Delicious Website. Created University of Alaska Fairbanks, Summer.
CU )curriculum use, general form can be use…take out “I”.
Pitka, M. (2008) Akutaq dance.
www.uaf.edu/jpw/NLLN.html
Rationale :
LYSD Standards:
Connecting Themes:
R2.9.1
Student makes relevant connections between text and personal experiences, experiences of others, and other texts [2] 1.10.1
R2.9.2
Student locates details in text to illustrate relevant connections between personal experiences, experiences of others, and other texts [2] 1.10.2
Y1.2.5
Student tells stories/illustrates qanemciq and quiliraq
SS1.1.1
Student presents ideas and information through writing, drawing, and discussions
SS1.1.2
Student restates information gained through listening, questioning, and visual comprehension
W1.1.1
Student writes a complete sentence with a subject and a predicate [1] 1.1.1
This thematic unit was created based on the Multicultural Literature and the context of berry picking. I wanted to link the Circumpolar north cultures that would be our, Yup’ik cultures, and the neighboring cultures of Siberia, Canadian, and Greenland. The connection here being that all cultures are related in their subsistence hunting and gathering activities. One such activity is gathering berries. This subsistence gathering activity has been past down from our ancestors and is part of our culture and identity. The Yup’ik in my village collect a number of berries which are blackberries (crowberries), cloudberries (salmon berries), lowbush blueberries, and redberries. The berry picking unit is planned for the fall semester e when the berries are ripe for the picking. Another reason for creating this thematic unit is that most students at this age level can relate to this activity. Many have parents, uncles, aunts, and grandparents who participate in this. This is part of their Funds Of Knowledge.
As you can see listed above are the Lower Yukon Standards that this unit will address. The first set of standards are the Reading . The first two reading standards are similar and how I will address this standard is by having students listen to two stories, one is fiction called Berry Magic by Teri Sloat, and the other is a Yup’ik Qanemcik called How the Crane Got It’s Blue Eyes. By reading these two culturally relevant texts the students will be able to make relevant connection and/or relate the reading to personal experiences through discussions, writing, and song. The story How the Crane Got It’s Blue Eyes will address the Yup’ik standard for Qanemciq and Quliraq. This story is an old story and I doubt that many students at this age level have heard this story which is why I would like to encorporate this in the thematic unit. The next two SS standards are the Social Studies standards which relates the output of the students after the Multicultural Literary input from the two mentioned stories. Students will respond through restating information t hrough song, speaking, drawing, dancing, and recordings these in their writing. The writing portion of the standards is infused throughout the thematic unit and a rubric will be posted for the students to continually use as a site reference so that they can be guided in their writing.
Some of the cultural Yup’ik concepts here in this Berry Picking Thematic Unit include celebrating their first picks, valueing the continuity of subsistence gathering, living healthy lifestyles through fresh subsistence foods, and how we are related to other cultures from Siberia, Canada, and Greenland.
Some of the modes I am planning to use in this unit include reading, writing, listening, speaking, singing, Eskimo dance, field trip to pick berries, art, and drama. Some technology involved will include computers to create Power Points, digital cameras to take still photos and record i-Movies, microphone to record audio, and Podcasts.
Connecting Themes:
R2.9.1
Student makes relevant connections between text and personal experiences, experiences of others, and other texts [2] 1.10.1
R2.9.2
Student locates details in text to illustrate relevant connections between personal experiences, experiences of others, and other texts [2] 1.10.2
Y1.2.5
Student tells stories/illustrates qanemciq and quiliraq
SS1.1.1
Student presents ideas and information through writing, drawing, and discussions
SS1.1.2
Student restates information gained through listening, questioning, and visual comprehension
W1.1.1
Student writes a complete sentence with a subject and a predicate [1] 1.1.1
This thematic unit was created based on the Multicultural Literature and the context of berry picking. I wanted to link the Circumpolar north cultures that would be our, Yup’ik cultures, and the neighboring cultures of Siberia, Canadian, and Greenland. The connection here being that all cultures are related in their subsistence hunting and gathering activities. One such activity is gathering berries. This subsistence gathering activity has been past down from our ancestors and is part of our culture and identity. The Yup’ik in my village collect a number of berries which are blackberries (crowberries), cloudberries (salmon berries), lowbush blueberries, and redberries. The berry picking unit is planned for the fall semester e when the berries are ripe for the picking. Another reason for creating this thematic unit is that most students at this age level can relate to this activity. Many have parents, uncles, aunts, and grandparents who participate in this. This is part of their Funds Of Knowledge.
As you can see listed above are the Lower Yukon Standards that this unit will address. The first set of standards are the Reading . The first two reading standards are similar and how I will address this standard is by having students listen to two stories, one is fiction called Berry Magic by Teri Sloat, and the other is a Yup’ik Qanemcik called How the Crane Got It’s Blue Eyes. By reading these two culturally relevant texts the students will be able to make relevant connection and/or relate the reading to personal experiences through discussions, writing, and song. The story How the Crane Got It’s Blue Eyes will address the Yup’ik standard for Qanemciq and Quliraq. This story is an old story and I doubt that many students at this age level have heard this story which is why I would like to encorporate this in the thematic unit. The next two SS standards are the Social Studies standards which relates the output of the students after the Multicultural Literary input from the two mentioned stories. Students will respond through restating information t hrough song, speaking, drawing, dancing, and recordings these in their writing. The writing portion of the standards is infused throughout the thematic unit and a rubric will be posted for the students to continually use as a site reference so that they can be guided in their writing.
Some of the cultural Yup’ik concepts here in this Berry Picking Thematic Unit include celebrating their first picks, valueing the continuity of subsistence gathering, living healthy lifestyles through fresh subsistence foods, and how we are related to other cultures from Siberia, Canada, and Greenland.
Some of the modes I am planning to use in this unit include reading, writing, listening, speaking, singing, Eskimo dance, field trip to pick berries, art, and drama. Some technology involved will include computers to create Power Points, digital cameras to take still photos and record i-Movies, microphone to record audio, and Podcasts.
Monday, July 21, 2008
Words As Big As The Screen: Native American Languages And The Internet
McHenry, T. (2002). Words as big as the screen: Native American languages and the internet. Language Learning & Technology, 6, 102-115.
This article talks about how much of the research and revitalization efforts of Native American languages were primarily conducted by non-native educators, linguists, and anthropologists studying native cultures and languages. This presented many problems given the history of Native American cultures and languages at the time of contact to present day. Given the need for Native American educators, linguists, and anthropologist, this article encourages Native Americans to pursue these roles and further create modes for Native Language Education. McHenry quotes Morrow (1987) by stating natives and researchers want Native Americans to make “the best of both worlds” by maintaining fluency in English while learning or maintaining the Native language. She suggests that Native Americans create Native WebPages as a means to help language revitalization efforts. The emphasis here is that Website promotes native authorship, authenticity, and factuality of the information.
As I read this article, I am forced to rethink my personal Webpage for this class and will visit this Tulalip Elementary School Website. This article hit the nail for me and made me rethink the direction, goal, and aim for my personal Website. I understand and the article points that Websites alone cannot save endangered languages, however can promote Native pride through self conservation, self knowledge, and just simply seeing your Native language online.
“If Native Americans can acquire the materials and skills needed to produce quality Web sites, they may introduce their language and culture to people whom they have virtually no chance of ever meeting in person.”(p. 110). I like how the author reviewed the Lushootseed page by looking at the Webpage for its technical aspects, linguistic aspects, and cultural aspects. This gives me a direction in creating my own Webpage, and I am thinking of some essential questions as I begin to create this site. Some questions to think about include: is the text manageable, easy to read, are vocabulary in context, what levels of lessons are presented, does audio match correct vocabulary, does this encourage TRP (Total Physical Response) or do I want it to, and is this Website reliant on English.
This article talks about how much of the research and revitalization efforts of Native American languages were primarily conducted by non-native educators, linguists, and anthropologists studying native cultures and languages. This presented many problems given the history of Native American cultures and languages at the time of contact to present day. Given the need for Native American educators, linguists, and anthropologist, this article encourages Native Americans to pursue these roles and further create modes for Native Language Education. McHenry quotes Morrow (1987) by stating natives and researchers want Native Americans to make “the best of both worlds” by maintaining fluency in English while learning or maintaining the Native language. She suggests that Native Americans create Native WebPages as a means to help language revitalization efforts. The emphasis here is that Website promotes native authorship, authenticity, and factuality of the information.
As I read this article, I am forced to rethink my personal Webpage for this class and will visit this Tulalip Elementary School Website. This article hit the nail for me and made me rethink the direction, goal, and aim for my personal Website. I understand and the article points that Websites alone cannot save endangered languages, however can promote Native pride through self conservation, self knowledge, and just simply seeing your Native language online.
“If Native Americans can acquire the materials and skills needed to produce quality Web sites, they may introduce their language and culture to people whom they have virtually no chance of ever meeting in person.”(p. 110). I like how the author reviewed the Lushootseed page by looking at the Webpage for its technical aspects, linguistic aspects, and cultural aspects. This gives me a direction in creating my own Webpage, and I am thinking of some essential questions as I begin to create this site. Some questions to think about include: is the text manageable, easy to read, are vocabulary in context, what levels of lessons are presented, does audio match correct vocabulary, does this encourage TRP (Total Physical Response) or do I want it to, and is this Website reliant on English.
LING 611- Reading for Monday- 7/21/08
Garcia, A. ( 2008, Summer).Rethinking myspace. Rethinking Schools, 22, 27-29.
Garcia entails the many possibilities of MySpace in the classroom context. Here he pilots the use of MySpace and expands his methodological repertoire by connecting to his learners outside of the classroom. Some of the ways he draws his learners in is by leaving messages on MySpace and using this as a form of communication to gain attention and instruct his learners outside of the classroom context. The drawbacks he sees is that students may be shy to interact with their teacher thinking he might invade their cyber and private space, however, Garcia concludes that so far this seems an effective tool to reach out to his cyber techno savvy learners.
This article made me rethink MySpace. As we discussion during the last class about many uses of Skype, I am infusing some ideas how MySpace may and may not be an effective method to use with my learners and/or their parents. As we reach this society of technology and networking via computers and other gadgets, it can be a form of indirect communication (indirect meaning not face to face) between myself and the community I serve (student, parents, staff). I do like how Garcia emphasis the context in which this may work. He says that students who are more introverted can use this form effectively and that students now are more technoliterate, so this means will work for that context. On the other hand, I still stress the direct interaction (face to face) so that I am not just an id online. I am more of a person and not a user id. I want to feel approachable socially by my students and less intimidating in person.
So far my use of MySpace is to keep in touch with family and friends who are elsewhere, and I have not thought of this as a tool for networking with my learners. However, I do see the potential here. If I do plan on creating one for my learners, I would have to come up with specific goals and aims so that the use and engagements in this activity are clear and precise to my clique of learners.
McFarlane, S. H. (2008, Summer). The laptops are coming! The laptops are coming! Rethinking Schools, 22, 22-26.
McFarlane expresses her personal accounts of the laptop usages among the students she serve. She encounters the time when the laptops came and stressed some negative and positive insights here. The negative notions here were the lack of direction and/or goals, user conduct, and evaluation process on the tech curricula. She ends the story with ideas and visions of instilling within the students the power student can have to help build a world they want to see (pp. 26)
I like how she comes up with a list of Notes for the next time. As we read in Richards in creating and planning curricula, many things need to be in place for the effectiveness and the on-going successes of such lessons. Here in this context there seemed to be no direction. I see this at my school where we are given a bunch of computers and are expected to be technoliterate. I do wish to be more tech oriented and have students become more in control of technology and hopefully able to see themselves as builders of the world they want to see. On the other hand, in my context I need more training and to also write a tech philosophy for myself. I have not incorporated the use of technology so much and it’s about time I do; technology is here.
I do have about 3 iMac in my classroom. So, where do I go from here? I’m fortunate to have this class where I am pushed to learn all the tech methods I can utilize. I do want to add that savviness to my resume`. When I get back I do want to do a little needs and situation analysis of what’s available at my site in terms of program in the iMacs, and a little inventory of what’s available at my site. Once that’s done, I can begin creating more activities with and for the students. This will be my start to conquering my digital divide!
Thorn, S. L. (2006). New technologies and additional language learning. CALPER Working Paper No. 7, 1-26.
This article reviews context and uses of CMC (Computer Mediated Communication) in regards to language education environments. Some key features in this article includes synchronous CMC (SCMC) modes or chatting, ICL2E (Internet-mediated Intercultural L2 Education) or SCMC between people of different cultures such as the Americans chatting with the German or French), and some of the results conclude that CMC is used more for intercultural competence. Other points in this review highlighted use of blogs and wikis and how it related to L2 developments, and more research was needed for these modes. As for MySpace, Facebook, and Friendster, no research has been done to see if L2 learning occurs.
This review article just backs up the notion that multimodal learning and multiliteracies enhance language in learners. My connection here is that I am encouraged to try and learn new avenues in L2 education and the world is full of these technologies as an asset in language development and learning. I can’t see my learners chatting with foreign students right away, however I can see them chatting with other students in different villages and that is generally what happened via Yahoo Messenger, MSN, and other IM network sites such as MySpace. I have not seen this use in the classroom context and perhaps this is where I would have to write goals and aims for the use of these modes. After reading Richards, I seem to go back to the essential questions needed in planning curriculum.
Final points for me are that I need to become accustomed to the changes in technological use and its potential in language education. I know that a lot of my learners are online at home and are technosavvy as compared to when I was their age. So, where do I go from here (I ask again)? The world is full of possibilities and through the correct and appropriate use of technology with clear goals and aims, I am positive that students can develop and progress in language. It’s just a matter of approaching it from an educator’s, researchers, and linguistic perspective.
Garcia entails the many possibilities of MySpace in the classroom context. Here he pilots the use of MySpace and expands his methodological repertoire by connecting to his learners outside of the classroom. Some of the ways he draws his learners in is by leaving messages on MySpace and using this as a form of communication to gain attention and instruct his learners outside of the classroom context. The drawbacks he sees is that students may be shy to interact with their teacher thinking he might invade their cyber and private space, however, Garcia concludes that so far this seems an effective tool to reach out to his cyber techno savvy learners.
This article made me rethink MySpace. As we discussion during the last class about many uses of Skype, I am infusing some ideas how MySpace may and may not be an effective method to use with my learners and/or their parents. As we reach this society of technology and networking via computers and other gadgets, it can be a form of indirect communication (indirect meaning not face to face) between myself and the community I serve (student, parents, staff). I do like how Garcia emphasis the context in which this may work. He says that students who are more introverted can use this form effectively and that students now are more technoliterate, so this means will work for that context. On the other hand, I still stress the direct interaction (face to face) so that I am not just an id online. I am more of a person and not a user id. I want to feel approachable socially by my students and less intimidating in person.
So far my use of MySpace is to keep in touch with family and friends who are elsewhere, and I have not thought of this as a tool for networking with my learners. However, I do see the potential here. If I do plan on creating one for my learners, I would have to come up with specific goals and aims so that the use and engagements in this activity are clear and precise to my clique of learners.
McFarlane, S. H. (2008, Summer). The laptops are coming! The laptops are coming! Rethinking Schools, 22, 22-26.
McFarlane expresses her personal accounts of the laptop usages among the students she serve. She encounters the time when the laptops came and stressed some negative and positive insights here. The negative notions here were the lack of direction and/or goals, user conduct, and evaluation process on the tech curricula. She ends the story with ideas and visions of instilling within the students the power student can have to help build a world they want to see (pp. 26)
I like how she comes up with a list of Notes for the next time. As we read in Richards in creating and planning curricula, many things need to be in place for the effectiveness and the on-going successes of such lessons. Here in this context there seemed to be no direction. I see this at my school where we are given a bunch of computers and are expected to be technoliterate. I do wish to be more tech oriented and have students become more in control of technology and hopefully able to see themselves as builders of the world they want to see. On the other hand, in my context I need more training and to also write a tech philosophy for myself. I have not incorporated the use of technology so much and it’s about time I do; technology is here.
I do have about 3 iMac in my classroom. So, where do I go from here? I’m fortunate to have this class where I am pushed to learn all the tech methods I can utilize. I do want to add that savviness to my resume`. When I get back I do want to do a little needs and situation analysis of what’s available at my site in terms of program in the iMacs, and a little inventory of what’s available at my site. Once that’s done, I can begin creating more activities with and for the students. This will be my start to conquering my digital divide!
Thorn, S. L. (2006). New technologies and additional language learning. CALPER Working Paper No. 7, 1-26.
This article reviews context and uses of CMC (Computer Mediated Communication) in regards to language education environments. Some key features in this article includes synchronous CMC (SCMC) modes or chatting, ICL2E (Internet-mediated Intercultural L2 Education) or SCMC between people of different cultures such as the Americans chatting with the German or French), and some of the results conclude that CMC is used more for intercultural competence. Other points in this review highlighted use of blogs and wikis and how it related to L2 developments, and more research was needed for these modes. As for MySpace, Facebook, and Friendster, no research has been done to see if L2 learning occurs.
This review article just backs up the notion that multimodal learning and multiliteracies enhance language in learners. My connection here is that I am encouraged to try and learn new avenues in L2 education and the world is full of these technologies as an asset in language development and learning. I can’t see my learners chatting with foreign students right away, however I can see them chatting with other students in different villages and that is generally what happened via Yahoo Messenger, MSN, and other IM network sites such as MySpace. I have not seen this use in the classroom context and perhaps this is where I would have to write goals and aims for the use of these modes. After reading Richards, I seem to go back to the essential questions needed in planning curriculum.
Final points for me are that I need to become accustomed to the changes in technological use and its potential in language education. I know that a lot of my learners are online at home and are technosavvy as compared to when I was their age. So, where do I go from here (I ask again)? The world is full of possibilities and through the correct and appropriate use of technology with clear goals and aims, I am positive that students can develop and progress in language. It’s just a matter of approaching it from an educator’s, researchers, and linguistic perspective.
Monday, July 14, 2008
LING 611-7/14/08 Entry
1. What are you taking away form week1?
I think more than anything, I would want to find out where my students are in terms of technology use (like a needs and situation analysis) andysis from there use my constructivist nature to create a nice effective student and teacher friendly program for language teaching using the available technology (online and available equipment like digital cams, computers, mic, etc). Another personal goal is to become techno literate so that I can further operate as an effective and knowledgeable teacher that the students , staff and community can work with and come to for assistance.
2. What questions have been emerging for you?
Some of the questions have been that how would I create evaluations and assessments in using this form of technology? I see how convenient technology can be and I have commented that I like using them because they are environmentally friendly in that I do not have to use paper and turn in assignments. So my concerns are how to evaluate and assess progress of the students if they are using Wikis, and Blogs?
I think more than anything, I would want to find out where my students are in terms of technology use (like a needs and situation analysis) andysis from there use my constructivist nature to create a nice effective student and teacher friendly program for language teaching using the available technology (online and available equipment like digital cams, computers, mic, etc). Another personal goal is to become techno literate so that I can further operate as an effective and knowledgeable teacher that the students , staff and community can work with and come to for assistance.
2. What questions have been emerging for you?
Some of the questions have been that how would I create evaluations and assessments in using this form of technology? I see how convenient technology can be and I have commented that I like using them because they are environmentally friendly in that I do not have to use paper and turn in assignments. So my concerns are how to evaluate and assess progress of the students if they are using Wikis, and Blogs?
Sunday, July 13, 2008
LING 611-Erben & Sarieva Chapters 1-3
Erben T. (2008). Introduction : CALLing all foreign language teachers. In T. Erben & I. Sarieva (Eds), CALLing all foreign language teachers: Computer-assisted language learning in the classroom. (pp. 1-5). Larchmont, NY: Eyes On Education, Inc.
This chapter introduces the book from the authors’ backgrounds, the history of this book, and outlines the chapters. Prior to this the book introduces the people who helped create this book and their personal journeys into language teaching. A framework of this book coincides with the ACTFL(American Council for the Teaching of Foreign Languages) and the ISTE’s (International Society for Technology in Education, and NETS (National Educational Technology Standards).
It’s interesting to learn about all the resources that technology has to offer and how they can be integrated into language programs and teaching. I am glad to have this book as a resource so that I am better equipped. This book is an excellent resource and it also helps to define and explain some of the technology that is available either online and/or things that can be purchased.
I would use this book as a resource and hope to find some example projects where technology was used. I would use those project ideas when I create my own language learning programs using the available technology.
Erben T., & Zoran, A. (2008). Guiding principles: Second langauge 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. 7-11). Larchmont, NY: Eyes On Education, Inc.
This chapter organized thoughts on why the use of technology would enhance language acquisition and instruction. Based on standard driven school societies, technology is a means of meeting these classroom goals. Technology would also help create critical thinkers and the constructivist view is that students will enhance and build upon their strengths through this process and the use of technology. With the change in society, meeting the literacy and foreign language needs of the 21st century, technology is a means to meet the students at their comfort zone with the needed compressible input and the output they create.
What type of 21st century teacher am I? I ask in reading this chapter. I would like to be more techno literate, especially now that everyone seems to be connected with media everywhere they go. If I had to rate my electronic literacy, I would say about 5 being the midway point from 1 being very ignorant to 10 being very comfortable. I would like to be able to use the available technology in the language programs and motivate the learners. This is in! If you’re not up to date in your technology as the rest of the world, how are you planning to meet the needs of the students?
So my goals for this class are to become familiar with some online programs such as Wikis, Blogs, and other electronic publishing programs that are available. I have had some ideas since I was first introduced to these last week, such as using Wikis for some of my notes taking during staff meetings. Another is using blogs for staff dialogue so that staff does not feel left out in the dark. These are just a couple of ideas. As I read this book and engage in on my classes here, I’m sure I will be enlightened with many more ideas. I do like how this is class is environmentally friendly where I am able to post my assignments and not waste papers by printing and turning in assignments, very electro literate!
Erben T., Ban, R., Jin, L., Summers, R., & Eisenhower, K. (2008). Using technology for foreign language intruction: Creative innovations, research, and applications. In T. Erben, & I. Sarieva (Eds.), CALLing all foreign language teachers: Computer-assisted language learning in the classroom. (pp. 13-31). Larchmont, NY: Eyes On Education, Inc.
This chapter outlines the history of CALL (Computer assisted language learning),talks about how this is student centered, and materials needed, and entails some risks about using technology in language learning. I do like how this chapter is organized. It is always helpful to know the advantages and caveats of any device and tools. It is always a goal of mine to research ways that would motivate and help enhance the critical thinking skills of every student. CALL seems to meet these aspects of students. Some of the rewards of CALL are that it’s challenging, utilizes best practice, and motivates students. Some risks include lack of latest technology, no teacher training, classroom control, and assessment.
More of my technology goals for this class are to become familiar with podcasts. I have not used this technology before, unless it was in a meeting with the district office and our staff. It is available at our site ,but that seems to be the only reason that is being used. How I would like to use this is through connecting my class to another class from another site or district. Some goals for this would be to have students connect to other students, enhance self confidence, and adding this program into their young experiences.
My concerns here are the availability of trained experts. I do think it’s important to learn by experience however, I would like to be able to ask questions as I come across difficulties and I do not want to begin anything unless I can answer and figure out possible problems that may arise from the use of these technologies. It seems that the students would benefit more if the teacher has many of the important points figured out. I would be able to help them and not be stuck trying to figure out the problem with the students.
This chapter introduces the book from the authors’ backgrounds, the history of this book, and outlines the chapters. Prior to this the book introduces the people who helped create this book and their personal journeys into language teaching. A framework of this book coincides with the ACTFL(American Council for the Teaching of Foreign Languages) and the ISTE’s (International Society for Technology in Education, and NETS (National Educational Technology Standards).
It’s interesting to learn about all the resources that technology has to offer and how they can be integrated into language programs and teaching. I am glad to have this book as a resource so that I am better equipped. This book is an excellent resource and it also helps to define and explain some of the technology that is available either online and/or things that can be purchased.
I would use this book as a resource and hope to find some example projects where technology was used. I would use those project ideas when I create my own language learning programs using the available technology.
Erben T., & Zoran, A. (2008). Guiding principles: Second langauge 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. 7-11). Larchmont, NY: Eyes On Education, Inc.
This chapter organized thoughts on why the use of technology would enhance language acquisition and instruction. Based on standard driven school societies, technology is a means of meeting these classroom goals. Technology would also help create critical thinkers and the constructivist view is that students will enhance and build upon their strengths through this process and the use of technology. With the change in society, meeting the literacy and foreign language needs of the 21st century, technology is a means to meet the students at their comfort zone with the needed compressible input and the output they create.
What type of 21st century teacher am I? I ask in reading this chapter. I would like to be more techno literate, especially now that everyone seems to be connected with media everywhere they go. If I had to rate my electronic literacy, I would say about 5 being the midway point from 1 being very ignorant to 10 being very comfortable. I would like to be able to use the available technology in the language programs and motivate the learners. This is in! If you’re not up to date in your technology as the rest of the world, how are you planning to meet the needs of the students?
So my goals for this class are to become familiar with some online programs such as Wikis, Blogs, and other electronic publishing programs that are available. I have had some ideas since I was first introduced to these last week, such as using Wikis for some of my notes taking during staff meetings. Another is using blogs for staff dialogue so that staff does not feel left out in the dark. These are just a couple of ideas. As I read this book and engage in on my classes here, I’m sure I will be enlightened with many more ideas. I do like how this is class is environmentally friendly where I am able to post my assignments and not waste papers by printing and turning in assignments, very electro literate!
Erben T., Ban, R., Jin, L., Summers, R., & Eisenhower, K. (2008). Using technology for foreign language intruction: Creative innovations, research, and applications. In T. Erben, & I. Sarieva (Eds.), CALLing all foreign language teachers: Computer-assisted language learning in the classroom. (pp. 13-31). Larchmont, NY: Eyes On Education, Inc.
This chapter outlines the history of CALL (Computer assisted language learning),talks about how this is student centered, and materials needed, and entails some risks about using technology in language learning. I do like how this chapter is organized. It is always helpful to know the advantages and caveats of any device and tools. It is always a goal of mine to research ways that would motivate and help enhance the critical thinking skills of every student. CALL seems to meet these aspects of students. Some of the rewards of CALL are that it’s challenging, utilizes best practice, and motivates students. Some risks include lack of latest technology, no teacher training, classroom control, and assessment.
More of my technology goals for this class are to become familiar with podcasts. I have not used this technology before, unless it was in a meeting with the district office and our staff. It is available at our site ,but that seems to be the only reason that is being used. How I would like to use this is through connecting my class to another class from another site or district. Some goals for this would be to have students connect to other students, enhance self confidence, and adding this program into their young experiences.
My concerns here are the availability of trained experts. I do think it’s important to learn by experience however, I would like to be able to ask questions as I come across difficulties and I do not want to begin anything unless I can answer and figure out possible problems that may arise from the use of these technologies. It seems that the students would benefit more if the teacher has many of the important points figured out. I would be able to help them and not be stuck trying to figure out the problem with the students.
Thursday, July 10, 2008
Richards-Chapter 8-9
Richards -Chapter 8
This chapter talked about how materials fit into curriculum designs. Some forms of materials include authentic and created material. Depending on the curriculum and based on needs of learners, the material used should be used to meet goals of curriculum. If materials are not suitable, then they should be adaptable. The difference between authentic and created material is that authentic is not necessarily created for curricula and created material is. Examples of authentic material include: photos, magazine articles or clippings, and video clips. Created material includes text, workbooks, and other materials ordered by schools for student and/or teacher use.
This chapter helped differentiate the different material for me. It also gave some suggestions on how to use materials such as adapting them to fit needs of my learners. I especially like the evaluating textbook section here in this chapter. The section on the teachers in the program asked if teachers play a part in selection of the books they teach from. So far I do not know if teachers are asked to help select. I’m only aware of teacher committees to write and revise standards and assessments, but have not heard of committees that help in selecting material.
As for my connection and things I found useful in this chapter are the questions to ask to evaluate textbooks. I’m beginning to see how I can questions the curricula I create and/or use so that I meet the needs of my learners the best. This section provided some criteria and a checklist I can use that would help me focus on selecting material that best fits needs of the learners I teach. It also helps me in adapting material when creating lessons. Does this material meet the goals, aims, and objectives of the curriculum? Will the material stimulate and motivate? These are excellent questions to keep in mind as I spend valuable time piecing together material.
Richards, J. C. (2001). The role and design of instructional materials. In Curriculum development in language teaching. (pp. 251-284). New York: Cambridge University Press.
Richards- Chapter 9
This chapter talked about evaluation as a tool to see and rate how a program is doing in terms of doing what it was created to do from planning to implementation. There are three types of evaluations here which are Formative, Illuminative and Summative. Formative evaluation is a type of ongoing evaluation. Some questions to think about in this process include what is working, what is not, and what problems need to be addressed. Illumative evaluation is an action research evaluation and seeks to answer things like the different aspects of a program work or how they are being implemented. Summative evaluation seeks to evaluate programs after the implementations. Some questions this seeks to ask include how effective, what students learned, how well was program received by teacher and learners, and how appropriate were the teaching methods.
The section I most liked is the audience for evaluation. This provided a nice evaluation process or questions to ask from all interested parties, including students, teachers, curriculum developers, administrators, and sponsors. If anything I will remember to ask myself these types of questions when planning, while implementing, and after implementation of any programs I use and/or material used to carry out the lessons.
The other thing I liked from this chapter was a little refresher on the Qualitative and Quantitative types of research. This helped remind me of the types of methods I can use in research. This chapter outlines the advantages and disadvantages of the methodologies used. It was a nice blast to the past.
Richards, J. C. (2001). Approaches to evaluation. In Curriculum development in language teaching. (pp.286-309). New York: Cambridge University Press.
This chapter talked about how materials fit into curriculum designs. Some forms of materials include authentic and created material. Depending on the curriculum and based on needs of learners, the material used should be used to meet goals of curriculum. If materials are not suitable, then they should be adaptable. The difference between authentic and created material is that authentic is not necessarily created for curricula and created material is. Examples of authentic material include: photos, magazine articles or clippings, and video clips. Created material includes text, workbooks, and other materials ordered by schools for student and/or teacher use.
This chapter helped differentiate the different material for me. It also gave some suggestions on how to use materials such as adapting them to fit needs of my learners. I especially like the evaluating textbook section here in this chapter. The section on the teachers in the program asked if teachers play a part in selection of the books they teach from. So far I do not know if teachers are asked to help select. I’m only aware of teacher committees to write and revise standards and assessments, but have not heard of committees that help in selecting material.
As for my connection and things I found useful in this chapter are the questions to ask to evaluate textbooks. I’m beginning to see how I can questions the curricula I create and/or use so that I meet the needs of my learners the best. This section provided some criteria and a checklist I can use that would help me focus on selecting material that best fits needs of the learners I teach. It also helps me in adapting material when creating lessons. Does this material meet the goals, aims, and objectives of the curriculum? Will the material stimulate and motivate? These are excellent questions to keep in mind as I spend valuable time piecing together material.
Richards, J. C. (2001). The role and design of instructional materials. In Curriculum development in language teaching. (pp. 251-284). New York: Cambridge University Press.
Richards- Chapter 9
This chapter talked about evaluation as a tool to see and rate how a program is doing in terms of doing what it was created to do from planning to implementation. There are three types of evaluations here which are Formative, Illuminative and Summative. Formative evaluation is a type of ongoing evaluation. Some questions to think about in this process include what is working, what is not, and what problems need to be addressed. Illumative evaluation is an action research evaluation and seeks to answer things like the different aspects of a program work or how they are being implemented. Summative evaluation seeks to evaluate programs after the implementations. Some questions this seeks to ask include how effective, what students learned, how well was program received by teacher and learners, and how appropriate were the teaching methods.
The section I most liked is the audience for evaluation. This provided a nice evaluation process or questions to ask from all interested parties, including students, teachers, curriculum developers, administrators, and sponsors. If anything I will remember to ask myself these types of questions when planning, while implementing, and after implementation of any programs I use and/or material used to carry out the lessons.
The other thing I liked from this chapter was a little refresher on the Qualitative and Quantitative types of research. This helped remind me of the types of methods I can use in research. This chapter outlines the advantages and disadvantages of the methodologies used. It was a nice blast to the past.
Richards, J. C. (2001). Approaches to evaluation. In Curriculum development in language teaching. (pp.286-309). New York: Cambridge University Press.
Richards Chapter 6
1. Grammatical syllabus- this syllabus is made especially in teaching grammar or structure of a language. It is used mostly in beginning level teaching. Positive element underlying this is that the learners learn chronologically and beginners will benefit from learning about sentences. The problematic element is that it does not teach communicative skills such as how to use the language in context. I can see this applied to my learners because they would benefit from chronological lessons as they are very young in age. They need that extra grammar especially at their age (7-8 yrs old). However I do not foresee using only grammar in language teaching because they need to be able to learn how to use language in everyday communication.
2. Lexical syllabus- this syllabus is made especially for vocabulary teaching (like most frequent words in English). Positive elements in this is learners benefit from mastering vocabulary, therefore would be able to read better knowing a percentage of words since 70% of English is made up of 700 most common words in language. The problematic element is that this kind of teaching does not teach concepts or critical thinking skills. I do use a basic list of words called Fry Words. It is important to expose students especially the age group I teach, so that they acquire reading skills easily.
3. Functional syllabus- this syllabus is made to teach language and not linguistics. This would teach the functions such as requesting, complaining, suggesting, agreeing, and other forms of how-to language. This is a positive way of teaching language since it helps students explore how to use the language in everyday situations and more realistic. The problematic element is that is grading would be difficult, often fall into use of phrase books, and this fails to address process of language. I would use this to introduce basic words like hellos and goodbyes in everyday language so that students are exposed to many forms of languages and not just their own.
4. Situational syllabus-this syllabus is used in situations of everyday life such as at the airport, store, doctors, and restaurants. This is positive because it teaches the learners in context of everyday life. The problematic element is that it does not teach grammar structures and does not fill in needed gaps in learner’s language (much like the functional syllabus). I would like to use this in teaching how to use these in daily situations and not follow through a phrase book, but as an additional resource for my learners.
5. Topical or content-based syllabus- this syllabus teaches around content, topics, or themes. This is an example of thematic units where content is focused around themes and languages taught are further explored around the concepts and or skills that enhance the theme. I like this approach because it is a better rounded approach in that it infuses themes, language such as comprehension, skills, students’ needs met, and the use of authentic materials. The problematic element is that the ESL may not be qualified to teach through themes, how to pick themes, and what to assess (content or language). This is relevant to me because I do use thematic unit and I try to create well-rounded lessons where language and content are present. I do need to begin to focus on effective assessment and hopefully I will begin to ask myself what my goals, aims, and objectives are and to create assessments that meet these.
6. Competency –based syllabus- this syllabus is used to help learners enhance essential skills, knowledge, and attitudes of specific situations in life like read phone book, speak on phone, and take messages. The positive element is like situational and functional syllabus where they are learning skill of daily lives. The problematic element is much like the two mentioned that learners language needs are not met and language gaps are not addressed. I would also use this as a resource in teaching situations so that students are exposed various forms of literature.
7. Skills syllabus-this syllabus teaches through skill like reading, writing, listening, and speaking. This approach hopes to gain master of a number of different skills since learners speak, read, write, and listen. The positive element is that learners can explore language in reading, writing, speaking, and listening. The problematic element is that the approach does not integrate communicative abilities needed to live daily lives. I see this approached used in the SIOP model where lessons were created based on reading, writing, speaking, and listening, therefore this is useful to me. I do not see this as my only language program, though.
8. Task-based syllabus- this syllabus teaches around tasks or activities that learners must complete in the target language. The hope here is that student will acquire grammar as they engage in these activities therefore grammar is not taught. The positive is that students learn by doing and they are physically engaged in activities such as working on puzzles, creating maps, and giving directions. The problematic element is that definitions of tasks are too broad, unclear design and selection of tasks, and fluency versus accuracy.
9. Text-based syllabus- this approach is used in situational analysis where language will be used. The text is created to suit the needs of the learners. Some of the text based forms include exchanges, forms, procedures, story texts, and persuasive texts. The positive elements include that explicit structures and grammatical features are taught, connects spoken to written text, and communication is meaningful through texts. The problematic element is that it focuses on skill rather than general language proficiency and maybe impractical. I can see some of the elements here being used in my lessons like the spoken and written connections to social and cultural context. I would use this when I read non-fiction or fiction multicultural books and would create activities that enhance the knowledge gained from text. An example would be if we read about other cultures, we can dress or cook food that we have learned about.
10. Integrated syllabus- this approach is a mixture of syllabi like grammar, skills, text, and tasks. This syllabus is used in hoped that the learners will be provided with a well rounded language program. The problematic element is that one will have to decide what to integrate first, like grammar, skills, or tasks. I do see myself more of an integrated approach to creating lessons. This approach takes a lot of time and you have to know specific lessons from each category.
Richards, J. C. (2001). Course planning and syllabus design. In Curriculum deveopment in language teaching. (pp. 145-196) New York: Cambridge University Press.
2. Lexical syllabus- this syllabus is made especially for vocabulary teaching (like most frequent words in English). Positive elements in this is learners benefit from mastering vocabulary, therefore would be able to read better knowing a percentage of words since 70% of English is made up of 700 most common words in language. The problematic element is that this kind of teaching does not teach concepts or critical thinking skills. I do use a basic list of words called Fry Words. It is important to expose students especially the age group I teach, so that they acquire reading skills easily.
3. Functional syllabus- this syllabus is made to teach language and not linguistics. This would teach the functions such as requesting, complaining, suggesting, agreeing, and other forms of how-to language. This is a positive way of teaching language since it helps students explore how to use the language in everyday situations and more realistic. The problematic element is that is grading would be difficult, often fall into use of phrase books, and this fails to address process of language. I would use this to introduce basic words like hellos and goodbyes in everyday language so that students are exposed to many forms of languages and not just their own.
4. Situational syllabus-this syllabus is used in situations of everyday life such as at the airport, store, doctors, and restaurants. This is positive because it teaches the learners in context of everyday life. The problematic element is that it does not teach grammar structures and does not fill in needed gaps in learner’s language (much like the functional syllabus). I would like to use this in teaching how to use these in daily situations and not follow through a phrase book, but as an additional resource for my learners.
5. Topical or content-based syllabus- this syllabus teaches around content, topics, or themes. This is an example of thematic units where content is focused around themes and languages taught are further explored around the concepts and or skills that enhance the theme. I like this approach because it is a better rounded approach in that it infuses themes, language such as comprehension, skills, students’ needs met, and the use of authentic materials. The problematic element is that the ESL may not be qualified to teach through themes, how to pick themes, and what to assess (content or language). This is relevant to me because I do use thematic unit and I try to create well-rounded lessons where language and content are present. I do need to begin to focus on effective assessment and hopefully I will begin to ask myself what my goals, aims, and objectives are and to create assessments that meet these.
6. Competency –based syllabus- this syllabus is used to help learners enhance essential skills, knowledge, and attitudes of specific situations in life like read phone book, speak on phone, and take messages. The positive element is like situational and functional syllabus where they are learning skill of daily lives. The problematic element is much like the two mentioned that learners language needs are not met and language gaps are not addressed. I would also use this as a resource in teaching situations so that students are exposed various forms of literature.
7. Skills syllabus-this syllabus teaches through skill like reading, writing, listening, and speaking. This approach hopes to gain master of a number of different skills since learners speak, read, write, and listen. The positive element is that learners can explore language in reading, writing, speaking, and listening. The problematic element is that the approach does not integrate communicative abilities needed to live daily lives. I see this approached used in the SIOP model where lessons were created based on reading, writing, speaking, and listening, therefore this is useful to me. I do not see this as my only language program, though.
8. Task-based syllabus- this syllabus teaches around tasks or activities that learners must complete in the target language. The hope here is that student will acquire grammar as they engage in these activities therefore grammar is not taught. The positive is that students learn by doing and they are physically engaged in activities such as working on puzzles, creating maps, and giving directions. The problematic element is that definitions of tasks are too broad, unclear design and selection of tasks, and fluency versus accuracy.
9. Text-based syllabus- this approach is used in situational analysis where language will be used. The text is created to suit the needs of the learners. Some of the text based forms include exchanges, forms, procedures, story texts, and persuasive texts. The positive elements include that explicit structures and grammatical features are taught, connects spoken to written text, and communication is meaningful through texts. The problematic element is that it focuses on skill rather than general language proficiency and maybe impractical. I can see some of the elements here being used in my lessons like the spoken and written connections to social and cultural context. I would use this when I read non-fiction or fiction multicultural books and would create activities that enhance the knowledge gained from text. An example would be if we read about other cultures, we can dress or cook food that we have learned about.
10. Integrated syllabus- this approach is a mixture of syllabi like grammar, skills, text, and tasks. This syllabus is used in hoped that the learners will be provided with a well rounded language program. The problematic element is that one will have to decide what to integrate first, like grammar, skills, or tasks. I do see myself more of an integrated approach to creating lessons. This approach takes a lot of time and you have to know specific lessons from each category.
Richards, J. C. (2001). Course planning and syllabus design. In Curriculum deveopment in language teaching. (pp. 145-196) New York: Cambridge University Press.
Wednesday, July 9, 2008
Chapter 6- Richards
Richards, J. C. (2001) Course planning and syllabus design. In Curriculum development in language teaching. (pp.145-196). New York: Cambridge University Press.
This chapter begins with rationale for the language program. This is vital in creating a curriculum. It also talks about entry and exit levels, which talks about where the learners are and where they should be or where they need to be by end of the curriculum. The scope and sequence ties into this section as well. but further discusses course content into topics such as grammar, functions, topics, skills, processes, and text.
My reflection in this chapter is I like the reality check questions that one needs to be able to answer when creating curriculum. Anything worthwhile should be well organized and well planned. My personal connection to this chapter is that if it takes that long to make then I usually laminate my projects so that I can use them repeatedly. Language planning should be worthwhile in order to have effective input and output.
My question is in the lexical syllabus the number of vocabulary targeted for Elementary students is 1,000 words. Does this distinguish between basic English site words and vocabulary? I always separated the two. In selecting vocabulary, I chose about 8-10 words per week to study and explore from each reading, I always selected words that are not from the basic English site word list.
This chapter begins with rationale for the language program. This is vital in creating a curriculum. It also talks about entry and exit levels, which talks about where the learners are and where they should be or where they need to be by end of the curriculum. The scope and sequence ties into this section as well. but further discusses course content into topics such as grammar, functions, topics, skills, processes, and text.
My reflection in this chapter is I like the reality check questions that one needs to be able to answer when creating curriculum. Anything worthwhile should be well organized and well planned. My personal connection to this chapter is that if it takes that long to make then I usually laminate my projects so that I can use them repeatedly. Language planning should be worthwhile in order to have effective input and output.
My question is in the lexical syllabus the number of vocabulary targeted for Elementary students is 1,000 words. Does this distinguish between basic English site words and vocabulary? I always separated the two. In selecting vocabulary, I chose about 8-10 words per week to study and explore from each reading, I always selected words that are not from the basic English site word list.
Chapter 5-Richards
Richards, J. C. (2001) Planning goals and learning outcomes. In Curriculum development in language teaching. (pp.112-142). New York: Cambridge University Press.
This chapter was about goals for writing curriculum. This addressed the importance of goals as a rigor and focus in planning and implementing language programs. Stating goals of a language curriculum helps in creating scope and sequences, outcomes, and content need to be used. In writing goals, it is hoped that curriculum is sound and focused on the needs of learners, growth needed to success and language input and output, and cultural pluralism.
My reflections from this reading is that one should always have a goal in mind so that you know where you are going and what means are most effective to get you there. It can be personal goals, professional goals, and in this case goals of a language curriculum. A personal connection I made is from the section on cultural pluralism where language programs seek to "redress racism, to raise the self-esteem of the minority, and to help children appreciate the viewpoints of other cultures of religions"(p.119). Since I created my own Multicultural Thematic Unit in hopes that student may gain cultural pluralism; I just found this section staking claim to my personal goals.
My question is how can you tell if nonlanguage objectives are met? Furthermore how can you tell if a student displaying nonlanguage outcome like confidence or motivation is due to the objective from the lesson and not from positive social interactions or distinguish from generally happy students?
This chapter was about goals for writing curriculum. This addressed the importance of goals as a rigor and focus in planning and implementing language programs. Stating goals of a language curriculum helps in creating scope and sequences, outcomes, and content need to be used. In writing goals, it is hoped that curriculum is sound and focused on the needs of learners, growth needed to success and language input and output, and cultural pluralism.
My reflections from this reading is that one should always have a goal in mind so that you know where you are going and what means are most effective to get you there. It can be personal goals, professional goals, and in this case goals of a language curriculum. A personal connection I made is from the section on cultural pluralism where language programs seek to "redress racism, to raise the self-esteem of the minority, and to help children appreciate the viewpoints of other cultures of religions"(p.119). Since I created my own Multicultural Thematic Unit in hopes that student may gain cultural pluralism; I just found this section staking claim to my personal goals.
My question is how can you tell if nonlanguage objectives are met? Furthermore how can you tell if a student displaying nonlanguage outcome like confidence or motivation is due to the objective from the lesson and not from positive social interactions or distinguish from generally happy students?
Tuesday, July 8, 2008
It's Joanne..Miss Sundown if your wondering!
Good day SLATE classmates:
Welcome back to Fairbanks this summer and I'm looking forward to seeing and sharing and having a good time with you this summer! I want to encourage you all to hang in there and if you need to talk...you know I'm always here for friends! Just make sure you come to laugh with/ or at me! LOL! :) Holla!!!!!!
Welcome back to Fairbanks this summer and I'm looking forward to seeing and sharing and having a good time with you this summer! I want to encourage you all to hang in there and if you need to talk...you know I'm always here for friends! Just make sure you come to laugh with/ or at me! LOL! :) Holla!!!!!!
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