Four Surprising Ways Comics and Graphic Novels Can Benefit English Language Learners: Unit 9

This week I explored 4 Surprising Ways Comics and Graphic Novels Can Benefit English Language Learners. The connections to the ESL 509 course content were incredible. ELLs face a myriad of challenges when developing their new language skills. It can be tricky enough trying to learn vocabulary and grammar. It becomes quite complicated when you add in cultural context, expression, and figurative language. Language learners have a difficult time understanding literacy concepts such as metaphors, idioms, emphasis, inflection, and inferences. The visual support of comics and graphic novels helps students develop their reading skills through fun and interesting ways. This effective learning tool provides incredible visual information that helps increase comprehension.

One example used in the article is the graphic novel, Maus. I read this for one of my undergrad course on genocide. It is an amazing piece of literature and is formatted in such a way to help the reader understand the tragedy of the Holocaust. I have read many books on the Holocaust as a history major; however, no book has ever moved me so much and helped me truly comprehend the devastation. The visual nature of the book makes it more accessible and brings the reader to a different level than plain text does. Therefore, I can completely understand how comics and graphic novels can help ELLs get to a new realm of learning.

Four Ways

1.     Explains figurative language

·  Can help decode idioms, metaphors, and other figures of speech

2.     Explores complex, age-appropriate interests

·  Plotlines and characters can help teach complex concepts

3.     Demonstrates punctuation and emphasis

·  Punctuation and bolded text can help readers figure out how the dialogue should be read

4.     Denotes unfamiliar cultural norms

·  Facial expressions, gestures, and body language can help the reader make inferences about the characters interactions

·  Connect to their own lives and interactions

ELA Tech Tools and Native Languages: Unit 8

The article focuses on a serious issue that is a factor in causing the learning gap between language learners and their English-speaking peers. Accessibility to effective online learning tools is giving English-speaking students the ability to achieve while leaving their L2 classmates behind. The piece discusses how online programs such as DreamBox and IXL Learning promote higher achievement for students but fails to cater to language learners. These programs are text-driven and therefore are difficult for language learners to navigate. If these students cannot read the directions or the content for that matter, they cannot improve their language skills. Often, translations do not bridge the linguistic difference in the native languages. A word for word translation could be completely incorrect or translate at a higher reading level than the English text. For example, you have a student trying to read a sixth-grade reading level selection and upon translation, it becomes an eighth-grade level text. 

Some of the technology resources covered in the article are trying to adapt their programs to meet the needs of ELL students. Companies like Achieve3000 have assembled a Spanish-speaking team to create Español literacy solutions which will provide the directions and content in Spanish. 

A concern that was brought up when debating the use of translation technology was that most L2 students are not literate in their native language and therefore providing translation technology was hindering their ability to learn English. The solution discussed was to simply give the students work with their English reading level even if that meant that a fifth grader was reading kindergarten level material. I can see their argument for trying to focus on English literacy, however, I have some concerns. Although we are talking about online resources, a student might feel uncomfortable working with low-level material or being seen walking around with reading material well below their grade level. Also, this does not help the teachers who have language learners in their mainstream classes. I know as a Social Studies teacher I do not have reading material that is significantly below grade level. As mentioned in the article, it leaves language learners and their teachers out of luck.  

7 Ways Technology Can Assist With Language Learning and Teaching: Unit 7

Google alerts brought me to a great article about how technology can help language learners and teachers. It covered seven very interesting ways to incorporate technology into your ELL classroom.

Use of social media: It is clear that social media has many benefits when it comes to using technology. However, it can be quite difficult to appropriate include it in your classes. The challenge is keeping your students within the appropriate boundaries of educational use and safe from online predators. The article does discuss the ability to cross "language frontiers" because the users can communicate with people around the world and in any language. The translation tool is really helpful when practicing your language skills.

Video recording: Many mobile devices have the ability to easily record and play back with the click of a button. This tech tool is great for students who would like to record themselves individually or in a small group conversation and watch it back to understand their strengths and areas where they have room to grow. These videos can be saved and shared with the class or teacher for further discussion.

Audio-video features: This tip supports the prior one. The audio-video features on any technology devices help learners and teachers playback, pause, slow down or speed up the recordings. Students can use these features to continue practicing their speaking and pronunciation. Teachers can use them to note and make corrections. 

Online tools: Communication resources such as e-mail or video chats provide students and teachers a space to communicate in different formats. Using e-mail allows for practice with writing skills while video chats help with speaking.

Online/digital dictionaries: This online tool allows students to look up the meaning of words. One free apps like Merriam-Webster, students can also hear the pronunciation of the words and play word games to help them master the vocabulary.

Language apps: Many language apps provide free classes or forums to practice with other people. Rosetta Stone, for example, provides "live" conversations with a language coach. 

iPad: The iPad provides a variety of helpful features for language learners and teachers. Adding apps makes it even more helpful in the ELL classroom. Easy to use tools such as online exercises, camera video features, whiteboard/digital workspace, music players, and podcast will motivate students and enhance learning to create more meaningful lessons. Meaningful lessons translate into increase comprehension and mastery of language skills. 

Mobile Apps- Unit 6

This week my Google Alerts brought me to an awesome article on the Voice of America Learning English website. I really enjoyed the site because it provided a glossary of terms in the article and offered the user an audio version. The article shares a helpful quick guide to language learning mobile apps. 

The article covered a story about how two college professors, one at Columbia University and one at Hostos Community College, are using mobile apps to make for better language learning. They both stated that their students were experiencing improvements in their language skills. Students were able to learn and use new words easier after engaging with interactive mobile apps such as Quizlet, QR Codes, Socrative, and Evernote. I've used three of the four technologies and they have proven to enhance the learning experience for my students. Both professors shared that their students improved their ability to remember information because they are interacting with language in a different way. The students are becoming more actively involved in the learning process because they are not just listening to the teacher. Using a variety of mobile apps helps these professors motivate their students and they are seeing increased confidence, participation, and success. The best part is that using mobile apps makes it easy to meet the needs of all students at any level, whether they are working in a group or individually. 

Quizlet

• Helps students learn new words through flashcards
• Master language with spelling quizzes and pronunciations
• Test knowledge with interactive games
• Search through millions of topics

QR Codes

• Students can scan in real-world materials right from their mobile devices
• Teachers can control access to content
• Adds colors, images, and videos

Evernote

• Students can create, store, and share notes, images, or recordings
• Students can collaborate
• Teachers can assign reflections as homework
• Teachers or classmates can respond

Socrative

• Individual or team settings
• Space Race adds a fun and engaging side to learning content
• Teachers can assign exit tickets to check for understanding
• Share answers and question data to identify strengths and weaknesses

Technology Use: ELL Instruction- Unit 5

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This week's Google Alerts did not bring anything of interest and as I went to refine my alert settings, I found this very interesting article from May. The article, "New Directions for Technology Use in ELL Instructions," discusses a variety of teaching approaches for language learners of all levels. It starts by stating that 9.3% of public school students are ELLs and that despite making progress in reading, they consistently fall below their non-ELL peers. We can begin to close this gap by incorporating speaking and listening activities through the use of technology. The article dissects the information into six topics: differentiation, self-directed learning, access, mobility, multisensory learning, and future innovations. In each section, the article offers great tips, tools, and strategies to bring our ELLs closer to the success rate achieved by their non-ELL classmates. The strategies combine new innovative technologies with reliable traditional technologies.

Differentiation
These accommodations can help students feel more confident and motivated due to increased success.

• shortening long text
• adding visuals (my personal favorite)
• the choice to work individually or in a group
• alternative assessments
• type work rather than handwrite

Self-directed Learning

Students can feel lost or not in control of their learning environment when being taught in an unfamiliar language. These options can help relieve this anxiety.

• gaming tools/headsets
• choosing which listening and speaking activities to complete
• provided with a variety of technology programs/resources

Access

The misconception is that full immersion is the best way to master skills, however, increased access to technology can diversify the activities or assignments given. These strategies can improve fluency and pronunciation by exploring language beyond conversations in the classroom. 

• listening to audiobooks
• podcasts
• TedEd videos
• video editing
• gaming software

Mobility

Making learning mobile through handheld devices provides students the ability to continue learning at home or on the go. Expanding their learning environment can help students feel more confident and motivated as they hone their 21st-century skills such as digital citizenship. 

• educational applications
• iPods, tablets, or smartphones
• Snapchat
• Instagram

Multisensory Learning

Studies show that touch can help connect the seeing and hearing of learning. Giving students the ability to see, hear, and touch while learning can help make those important connections

• Vocabulary cards/readers
• digital storytelling/storyboards
• comic strips

Future Innovations

Educational technology is continuing to grow each day and new tools are helping our students overcome their challenges. 

• virtual reality
• augmented reality
• wearable technology

Translation Technology Tools- Unit 4

Image source: www.trainingjournal.com/articles/opinion/
translation-technology-can-it-bridge-language-skills-gap#

This week's Google alerts led me to an article on translation technology. Although it focused more on a business setting, the content greatly relates to technology use for ESL. The beginning of the article really drew me in as they discussed using translation technology to hold a real-time conversation. It mentioned how you can hold a conversation with multiple people who speak different languages through the use of mobile apps and inner ear pieces. This intrigued me because I have used translation apps before but to be able to seamlessly hold a conversation in real-time is impressive. 

However, these translation apps tend to leave out the most important parts of human interaction. When having a conversation, we use tone and inflection to make our points. Also, we often use sayings or phrases that might not translate well on these apps. To remedy this, the article explains how using digital learning programs such as Rosetta Stone will help language learners overcome these obstacles. I use Rosetta Stone to learn Spanish and it is so helpful to hear the translation and practice with virtual tutors. I really believe that practicing with a tutor helps me build fluency while using the correct pronunciation and inflection. Digital language programs give learners the ability to work at their own pace and personalize their learning. Technology today offers us so many different tools when it comes to language learners and is tearing down language barriers.