Promoting language acquisitions: technology and English language learners.

As a former English as a second language (ESL) teacher, I know firsthand how important it is for teachers to find technology that promotes language development for English language learners. While teaching ESL in an inner-city school in the Dallas area during the early 1990s, I taught students from such countries as Korea, Japan, Mexico, Bosnia, Vietnam, and Honduras. With such cultural and language diversity in my elementary classroom, I needed software that met the students' diverse needs, and training on how to use such technology. Although I was a recently certified ESL teacher, I had no training on how to use technology to enhance learning. As a result, technology and computers were scary things for me. Not only was finding software that was appropriate for my ESL students a problem, I did not know how to use what I found to improve and enhance language instruction.

Today, a plethora of Web sites and software packages are designed specifically for English language learners, and not only are most teacher candidates well-versed in how to use technology, they are likely familiar with numerous software programs that are appropriate to use with children. Although teacher candidates may be well-trained in how to use technology, they are often unfamiliar with software and techniques for working with English language learners who may be enrolled in their regular education classroom. With the population of English language learners increasing, teachers who may not necessarily be trained in ESL may have ESL students in their classroom; for that reason, it is imperative that all teachers be familiar with strategies for working with English language learners. For that reason, I interviewed an ESL Coordinator and a 1st-grade ESL/bilingual teacher to gain their perspectives on computer software that is used in the classroom to meet the needs of English language learners.

History of Computer-Assisted Instruction 

Throughout the 1960s and 1970s, a behaviorist model for computer-assisted instruction (CAI) existed in which language instruction was introduced in the form of drill and practice (Butler-Pascoe & Wiburg, 2003; Stevens, 1989). Over the years, research shows that such isolated drill and practice is not an effective way to improve students' academic achievement (Butler-Pascoe & Wiburg, 2003; Hativa, 1988; Wenglinsky, 1998). During the 1980s and 1990s, the focus was on the cognitive and language proficiency needs of ESL students, in which content-based teaching became a widely accepted means of teaching English (Butler-Pascoe & Wiburg, 2003; Nunan, 1999; Snow & Brinton, 1988). Today's instruction emphasizes students constructing meaning with computers, reminding us of the work of Vygotsky and Piaget. The field of CAI continues to change as new technologies are developed, and as research continues to demonstrate which teaching methods are most effective at promoting language acquisition.

Using Technology With English Language Learners

Computer-assisted language learning (CALL) enables English language learners (ELL) to construct meaning in a digital environment. McLoughlin and Oliver (1998) explain that the computer is one way to support Vygotsky's (1978) communicative theory of learning and, if used appropriately, teachers can provide an environment in which learning is authentic and activities are interesting to students (Healey & Klinghammer, 2002). Thus, students are able to construct their own knowledge, as teachers scaffold students' learning.

As with teaching mainstream students, no one technology is better suited for using with ESL students than others. It is most important, however, to choose technology that increases student interactivity. The Web offers many opportunities for such instruction, from Web-based pen pals to discussion boards.

Internet Chat Sessions

Internet chat sessions provide students with an authentic means of communication. Students can meet with their peers to discuss assignments, content conference over a writing assignment, or chat online about a book they are reading. Most important for ESL students, active participation is encouraged. For shy or introverted students, a chat session may be a place where their voice is heard, and ESL students will not have to worry about mispronunciation. One important benefit of a chat session for ESL students is that the text is always in front of them, since the chat transcripts remain on the computer screen during chat sessions. When speaking with someone in a second language, a missed word or phrase may make the whole incomprehensible. With a chat, student engagement is maintained since students can read the conversation more than once as they decide how to respond to their peers (Freiermuth, 2002). Internet chat sessions can be used in almost any subject area; for today's technologically fluent child, chat sessions offer an engaging, authentic learning environment.

Discussion Boards

Discussion boards encourage students to collaborate with others and participate in experiential learning experiences. Bikowski and Kessler (2002) describe how a discussion board can be used to promote constructivist language tasks. They suggest some of the following discussion board activities:

* Provide a model containing student errors and discuss possible solutions

* Elicit feedback on self-reflections and analysis

* Establish a peer review system by posting compositions with subgroups and whole-class discussion boards

* Post a rubric and discuss its intentions and value. (p. 29)

Discussion boards provide an inexpensive, authentic model of communication in the classroom. They allow the learner to participate in a collaborative environment. Many free discussion board services are available on the Internet. Although these boards essentially provide the same service, it is best for teachers to experiment with a number of boards and find the best one for him/her (Bikowski & Kessler, 2002). Some of the discussion boards I have used and liked are the following:

www.eslcafe.com/forums/student/ Both student and teacher discussion forums are located on this Web site. You can restrict membership when requesting to begin a board.

http://amazingforum.com This site offers free discussion boards and free Web page/homepage services.

www.quicktopic.com This site offers free discussion boards for one-topic discussions.

www.webct.com For the past four years, I have taught distance education courses using webct. The beauty of webct, in comparison to other discussion boards, is that webct offers a courseware system, such as student web presentation features, E-mail / chat features, and content module features.

Web Quests

Web Quests are authentic Web-based environments that support inquiry learning. According to Butler-Pascoe and Wiburg (2003), Web Quests contain:

* An introduction or scenario

* A task that is meaningful or doable

* A process for completing the task, often in groups

* Information resources to support the task

* Guidance on how to organize the information acquired

* A conclusion that brings closure and reflection. (pp. 172-173)

As you can see, Web Quests are highly structured and group oriented. A Web Quest can be a long-term project, or it can last one to two class periods. Web Quests are beneficial to English language learners because they provide a cooperative learning environment in which communication and problem solving are emphasized. To view an excellent informational site on Web Quests, go to http://webquest.sdsu.edu/ webquest.html, and to read more information on training and materials to use to develop Web Questions, go to http://webquest.sdsu.edu/ materials.htm.

ESL Educator Interview: Software Teachers Use

For this column, I interviewed two educators in the field of ESL/bilingual education. Tara Newman is the ESL Coordinator and a 5ththrough 12-grade teacher for Hudson Independent School District. Hudson is located north of Houston, in rural east Texas. Like many rural areas in Texas, Hudson is experiencing an influx of ESL students. Tara is a veteran teacher, having taught at various grade levels from kindergarten up to high school. She frequently presents techniques for effectively working with ESL students, and she is a doctoral student in educational leadership at Stephen F. Austin State University, in Nacogdoches, Texas. Itza Flores is a 1st-grade teacher at Slack Elementary in Lufkin, Texas. Slack Elementary is well-known in east Texas for its exemplary dual language program.

I conducted online interviews to learn about current technological practices in the public schools and software that teachers actually use in the classroom.

Jan: What do you consider the benefits of using technology with English language learners?

Tara: The use of computers and video games has proven to be a non-threatening way to provide instant feedback for my students.

Other helpful technology that I use are videos, individual tape recorders, overheads, and music (CD/cassette players).

Itza: Technology compensates for the many differences in background that many ELL students bring to the classroom and helps develop an engaged learning environment that encourages student and class unification. Students are stimulated to invest in learning by the use of technology. Technology excites students in ways that normal textbooks cannot. It also gives ELL learners the ability to control their own level of learning by controlling their time and choice of topics they feel they need extra help in. Technology meets their specific needs.

Jan: How have you used technology with English language learners?

Itza: As a 1st-grade teacher, I've used technology as a way to help my ELL students enhance their learning by providing different pathways in which they will be able to learn. I sometimes use technology as a visual to an assignment that we are learning. I've also been able to use it as a reinforcement tool for material that I have taught. In my classroom, technology has provided my students with opportunities to enhance just regular learning into higher levels of cognitive development. I've used software like Reader Rabbit to reinforce phonics and reading skills, Kidspiration, Accelerated Reader, Kidworks, Kid Pix, and Storybook Weaver and Success Maker. With this software, I have been able to give the student the ability to control and self-direct to his or her own learning while receiving immediate feedback, something that all students need.

Tara: One new program that I am using this year is called Soliloquy Reading Assistant. In this program, the students can choose to be read to or to read orally themselves into a microphone/ headphone combination. This feature of reading back into the microphone is very helpful, because it provides instant feedback on mispronunciations, and the students generally enjoy the program. Another new form of technology that I am using is a series of language games on a Playstation. The students love this because most of them are familiar with Playstations from outside of school. I have not found a way to keep track of the students" progress yet, and so it seems like a type of independent practice without feedback. Another program I use that my students enjoy is Rosetta Stone. This program allows me to select particular objectives for individual students as well as keep tabs on their progress electronically. One thing that I do is divide my students during the period that I have them. For example, I have an area where I have PCs (with Rosetta Stone, for example), and another area where the Playstations are set up, and a third area where I am working with a small group on a particular skill. This allows for each group to be engaged in a meaningful, purposeful educational activity, and [it] also allows me to provide that small group [with] individualized attention to each student.

Tara and Itza work in school districts that provide computer software and training to promote constructivist learning. Such resources And training; are needed in all schools, especially those that serve English language learners

In order for teacher's to adequately meet the needs of ELLs, all teachers must be familiar with techniques and resources to facilitate language learning by using technology. A first step to achieving such a goal would be for all teacher educator preparation programs to require a course, or courses, in ESL methodology. This is no longer just a desire of those of us whose academic discipline is in the area of TESOL (Teaching English to Speakers of Other Languages), but such an idea is now a necessity if we truly want to meet the academic needs of all of our students.

References

Beers, K. (2003). Equality in the digital divide. Voices from the Middle, 11(3), 4-5.

Bikowski, D., & Kessler, G. (2002). Making the most of discussion boards in the ESL classroom. TESOL Journal, 11(3), 21-30.

Butler-Pascoe, M. E., & Wiburg, K. M. (2003). Technology and teaching English language learners. Boston: Allyn and Bacon.

Freiermuth, M.R. (2002). Internet chat: Collaborating and learning via E-conversations. TESOL Journal, 11 (3), 36-42.

Hativa, N. (1988). Computer-based drill and practice in arithmetic: Widening the gap between high-achieving and low-achieving students. American Educational Research Journal, 25(3), 366-397.

Healy, D., & Klinghammer, S.J. (2002). Constructing meaning with computers. TESOL Journal, 11(3), 3-4.

McLoughlin, C., & Oliver, R. (1998). Maximizing the language and learning link in computer learning environments. British Journal of Educational Technology, 29(2), 125-136.

Nunan, D. (1999). Second language teaching and learning. Boston: Heinle and Heinle Publishers.

Snow, M., & Brinton, D. (1988). Content-based language instruction: Investigating the effectiveness of the adjunct model. TESOL Quarterly, 22(4).

Stevens, V. (1989). A direction for CALL: From behavioristic to humanistic courseware. In Pennington (Ed.), Teaching languages with computers: The state of the art. La Jolla, CA: Athelstan Publishers.

Wenglinsky, H. (1998). Does it compute? The relationship between educational technology and student achievement in mathematics. Princeton, NJ: Educational Testing Service.

Jan Lacina is Assistant Professor and PBIC Coordinator for a Web-based program in the Department of Elementary Education at Stephen F. Austin State University, Nacogdoches, Texas.