Use of Technology in Teaching Esl
STRATEGIES TO LINK ESL AND TECHNOLOGY The use of technology can enhance the quality of teaching and learning in ESL classes but there are important stages to follow with ESL learners - Use of Technology in Teaching Esl introduction. Teachers need to keep in mind that there is an additional level of language to cover in order to make ESL learners ‘ technology literate’. PRE- TECHNOLOGY LESSON This stage involves building the field and explicitly teaching the context as a means of preparation for the lessons to follow.
Emphasis is placed on the use of language features especially the use of nouns and proper nouns specific to the topic and the software application * Teachers need to be mindful of the outcomes of a particular topic. * Allow the technology to support the content . * Keep in mind that ESL/technology lessons need to reinforce speaking, listening, reading, and writing skills or a combination of these skills. * Choose appropriate applications according to the outcomes that need to be achieved * Prepare students prior to technology lessons by: Introducing vocabulary associated with the topic .
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Exploring the field the topic in the classroom by explicitly teaching the content eg Are the students reading a book and writing a book review prior to using Glogster to make an on line poster for their book. * Explicitly teach vocabulary and computer jargon associated with the particular application to be used. EG glog( noun) Glogster( Proper noun) * Show the completed work sample to the class * Show step by step processes by using joint construction and teacher /peer modelling. * Explicitly teach instructional vocabulary eg upload, save , post,
TECHNOLOGY LESSON This stage is reflective of the students ability to apply, remember, create and understand. * Revise and reinforce concepts taught during the pre technology stage * Reinforce language in terms of the content of topic and the technology /software terms * Ensure that students are familiar with verbal and written instructions * Encourage peer teaching during lessons * Incorporate aspects such as PURPOSE, AUDIENCE, CONTEXT so that students understand that there is a specific response that is expected from them. Start with small projects so that students can master the use of the application and be use the associated language confidently. * Always have a back up. Planning for technological failure is critical to success ( David R W, seven technology tips for the classroom) The outcomes/aims to be achieved will determine the type of application to be used by the teacher ————————————————- AIM: To reinforce speaking, listening and reading. To enable students to speak confidently without face to face interaction with audience.
To help student focus on pronunciation, tone, pitch etc ————————————————- Suitable applications: Voice Thread, Audacity, flip share, photo story 3 ————————————————- AIM: To reinforce written skills, editing, proof reading. To reinforce use of correct language features ————————————————- Suitable applications: Glogster, Blogs, My-classes Journal , photo story 3 , Powerpoint, Prezi ————————————————- ————————————————-
AIM: To reinforce sharing ,group –related tasks, brain-storms ————————————————- Applications: Pirate pad, Bubbl. us ————————————————- ————————————————- AIM: To back up traditional oral presentation ( use of palm cards, eye contact etc)with the use of pictures, slides, photos, videos and other visual stimuli ————————————————- Application: Prezi, powerpoint, photo story3, Flickr, flip share, digital photos ,Glogster ————————————————- ———————————————— POST TECHNOLOGY LESSONS This stage is reflective of the students’ ability to evaluate and analyse the completed work sample ( self or peer evaluation) * Link the technology lesson to an oral presentation or some other sharing session * Get students to self evaluate/evaluate their composition in terms of specific outcomes or marking criteria * Encourage students to evaluate using language –specific vocabulary e. g My glog has too many animated graphics. * This stage involves focus on responding to the text within a specific context.