“Theoretical and Practical Applications of Emergent Technology in ELT Classrooms; How the ?Blog’ Can Change English Language Teaching”
Abstract
The classic picture of the ELT (English Language Teaching) classroom is one in which there are rows of desks, a blackboard, students, a teacher, paper and pencils. Even with the advent of instantaneous information via the World Wide Web, the ELT classroom remains relatively unchanged. But, the winds of change are upon the ELT profession. Many educators are now taking advantage of the vastness of the Internet. Moreover, most teachers are using the Internet for plotting, research and the exchange of thoughts. There is so much more to be found and used. If harnessed correctly and constructively, the Internet can be a priceless tool for the ELT classroom. This paper will discuss current practices for reading and writing in the ELT setting, and more specifically, the use of ‘web logs’ or ‘blogs’ in the ELT classroom. First, a discussion covering common methods used in most ELT classes and go to a more progressive approach to alternative assessment, portfolio assessment, and journaling. Next, an explanation of this technology, its uses, and potential will be given. Finally, suggestions for use, thoughts, and links will be listed. The sky is truly the limit where the ELT profession is going and it is an exciting time to be involved.
Introduction
For as long as there have been schools, teachers and students, there have been words. These words are represented by symbols and letters, the words connect together to form sentences and then into speech and writing. The job of the ELT teacher is to teach these concepts, and all the nuances that go with them, to the English Language Learner. The following paper looks at the traditional ELT classroom and then moves onto how content is taught and learned by second language learners. The topic of journaling and learning logs will be covered along with how educational technology is utilized in the ELT setting. Next, weblog history, it’s meaning and uses will be explored. Finally, how easily an ELT educator can use blogs in your classrooms with small or no training. Adding more tools to the ELT ‘toolbox of materials’ is essential to effective ELT teaching and will benefit educators and learners.
The Traditional ELT Classroom
As the use of English has increased in popularity (evident by the number of current English language training centers in operation worldwide), so has the need for qualified teachers to instruct students in the language. Most colleges and universities in most of the English speaking countries offer degrees and certifications in teaching English to speakers of other languages. Whether the pupil is learning for pleasure or out of necessity, the instruction is relatively the same. The instruction to English learners remains relatively unchanged today. It’s right that there are teachers who use ‘cutting edge’ techniques and technology, but the majority of teachers still teach in the same manner of instruction that has been used for 20 or 30 years.
Here is an example of the traditional ELT classroom: usually, it will have many desks or tables and a board (white, black, chalk or marker). The students will repeat what the teacher says and then, maybe, try on their own. Often the teacher will stand in front of the class and model how his/her mouth looks as he/she says the sounds, having the students also model this behavior. Sometimes, an audiocassette or CD will be played with words, sentences and tales for the students to hear native speakers speaking. Another well loved activity in these classes is role-playing. Two or three students will practice together, having a simple conversation. After having ample time to practice, or memorize their various ‘roles,’ they will stand up, maybe go to the front of the class, and recite what they have just practiced with their respective groups.
None of these activities are terrible or damaging to the students. In fact, they have proven to be very useful. But, there are many more opportunities for students to gain confidence, practice, and extend themselves – especially for the ESL student who must learn the language for more than just pleasure. For students who are displaced for whatever reason or who are studying to go abroad, content is also an vital factor.
Content Learning for English Language Learners
In the ELT class, the instructor needs to place the language learning of the students as a high priority. There are many ways to accommodate this. Educators will have different theories and philosophies. According to Peregoy & Boyle (2001), the six elements that make optimal content learning for ‘English Language Learners’ are: meaning and purpose, prior knowledge, integration of opportunities to use language and literacy for learning purposes, scaffolding for support, collaboration, & variety.
Meaning and purpose in each activity in the ELT class is of the utmost importance to the English learners. If the activity has meaning and purpose, then the learner will take ownership over it and then a sense of pride and confidence will result. Often the activities with ‘real world’ ties have the greatest impact. This is an element that should be present in ELT instruction from the youngest language learners to the eldest.
Prior knowledge of a subject in their home language and culture allow students to make links to topics or activities in English. For example, when talking about traffic rules in an English speaking country, the second language learners can relate their own experiences in their home countries. Of course, this will only be meaningful to students with prior knowledge of the traffic laws and rules. If the learners are too young, their prior knowledge in many areas will be limited. If ancient enough, the learners can relate the information from their experiences and often feel more connected to the learning community.
Integration of opportunities to use language and literacy for learning purposes is crucial to bringing concreteness to the abstract/theoretical concepts and thoughts. This means that it is vital to make room for learning opportunities to take place in order for students to place their newly bought skills to work. If a teacher questions the students to review an article and share their findings with the class, the teacher is integrating chances for students to make light of what they are learning.
Scaffolding for support means that the teacher will first model the desired behavior, give help the first few times that the learners attempt the tasks, and finally, the learners will attempt on their own. This gives learners the skills and confidence needed to complete the assigned tasks. Scaffolding is not only used in ELT classes, but in many other subjects as well.
Collaboration is key to group learning and ultimately, to individual learning. Collaboration is used in modern offices and businesses globally. It has many ties to the skills needed to work with others in any endeavor that a person might undertake. There are very few instances in the ‘real world’ where there is not some degree of collaboration. Collaboration is of vast importance in the ELT classroom to encourage cooperation skills.
Variety is needed in lessons and activities to avoid burnout and boredom. From the adult learners of English to the youngest of learners, variety in their activities will spark creativity and excitement in nearly all topics covered. When students walk into a classroom day after day and week after week, they expect some variety in their routine. If no variety is given, the students may plateau in their learning because of lack of interest.
All of these elements should be present in the ELT classroom for the educator to be effective. There are many activities in the ELT classroom that ELT teachers will use that support these points. Journaling is one of the most effective and commonly used activities for ELT and English classes alike.
Traditional Journaling and Learning Logs
The style of journaling a teacher prefers to use is inconsequential compared to the regularity of the activities involving writing and logging their thoughts and reflections. The student of English, native or not, needs constant practice and feedback. “Fluency, the ability to get words down on a page easily, can only come with writing practice and continued English language development.” (Peregoy & Boyle, 2001) Journals or learning logs are a fantastic way to find out a student’s thoughts and thoughts about a topic or activity. Often the most timid student is the most reflective writer.
Traditionally, these journals or logs have been kept on paper or in a book. It is paramount for students to have a record of their thoughts and their progress as a writer and user of English. The advent of computers, the Personal Digital Assistant or PDA, mobile phones, e-mail, and the Internet usher in a new world of recording ones thoughts. Why not take advantage of these technologies in the ELT classrooms? The next section, will discuss what teachers are doing in their classes in order that technology is used to the fullest extent.
Go to Educational Technology in the Classroom
What is technology? Technology is anything that extends human capability. By definition, paper clips and staples are forms of technology because they extend human capability. Nevertheless, paper clips and staples are ‘low-tech;’ audio, video, and computer driven tools are considered ‘high-tech,’ or commonly referred to as ‘technology.’
Most people have an e-mail address or at least, know what e-mail is. When a person looks around the World
