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A Technology-Based Literacy Approach for Our Youngest English Language Learners

Erin L. White, M.S.Purdue University North CentralAnastasia M. Trekles, Ph.D

Purdue University Calumet

Slides available: http://slideshare.net/andella

Overview

The English Language Learner preschool-age population is growing steadily in the US

Today’s children are primarily digital natives, regardless of their culture, and are highly motivated by the opportunity to use technology

We take the approach that a well-planned technology-enhanced curriculum is an appropriate and effective means to improve young English Language Learners’ (ELL) literacy skills and vocabulary

You will learn about the various apps, tools, and techniques available to take full advantage of technology with young ELLs

Terms to Know

English Language Learner (ELL): A learner who is acquiring the English Language (may include ESL, ENL, LEP students)

Computer-Assisted Language Learning (CALL): The search for and study of various applications and uses of computers within the field of language teaching and learning

Computer-Assisted Pronunciation Training (CAPT): Specific technology that utilizes Automatic Speech Recognition (ASR) software to record and evaluate the accuracy of an individual’s pronunciation and provide feedback and modified instructional scaffolding.

ELL Design Quadrant: A broad reference model that aims to help educators/designers align and enhance their technology integration with sound pedagogy (various learning and language acquisition theories)

A 3-Part Model

Needs Assessment Identify Needs-

A systematic process that aims to obtain an accurate, thorough picture of any system's strengths and weaknesses, in order to improve it and meet existing and future challenges.

Can be formal or informal, but should assess where the child is currently at – there are few “one size fits all” approaches

Consider the instructional design process and how it fits into organization of instruction that is inclusive

Establish Goals- Based upon needs analysis, identify specific goals

Seek Resources/Support- Speak with experts within the school – literacy coaches, ELL/ESL

teachers, assistants, paraprofessionals, and IT personnel Take inventory of available human and technology resources

Design/Redesign Instruction

1. Identify Literacy Standards to Address

2. Select Appropriate Instructional Strategies (cloze technique, chunking, choral reading, think-pair-share, KWL, etc.)

3. Refer to the ELL Design Quadrant (next slide) What can be done to enhance an existing lesson/unit?

4. Determine Technology & Purpose What is available to you and will it reasonably ‘fit’ the

intended purpose?

ELL Design Quadrant

Leveraging Technology

Technology can deliver, enhance, and remediate instruction

Technology should be chosen selectively and carefully for maximum results

Time and time again, technology has shown to promote social interaction and motivation when used with young children

Video games, apps, simulations, and various programs are available to immerse and excite young learners, but should be used in moderation with other techniques and results-driven

Example in Maine – iPad project increased literacy from 62% to 90% by 2013 with kindergarten students over a 2 year span

Implement & Assess

1) Motivate/Prepare Learners Set clear expectations for learning Model proper use of technology Provide basic ‘tech training’ before and scaffolding

during

2) Integrate and Obtain Feedback Assess before, during, and after technology-

enhanced lesson Rubrics, checklists, interviews, informal observations,

smile sheets, etc.

PC/Mac and Web Apps

Many available online and software-based interventions including: ESLreadingsmart: http://www.eslreadingsmart.com Rosetta Stone: http://www.rosettastone.com Dragon NaturallySpeaking: http://nuance.com TellMeMore: http://www.tellmemore.com Busuu Online: http://www.busuu.com

Mobile (iOS/Android)

Huge number of apps available for younger learners on both iOS (Apple) and Android (Google) devices

Look for apps that include bright colors, engaging sounds and interactions, and a wide range of activities

Note that many apps are free but will include in-app purchases to get more modules or unlock new lessons

Fun English

Fun, colorful

Includes music and speech

Mostly matches concepts to spoken words, rather than written, although some spelling lessons are included

Requires in-app purchases to get modules beyond Colors

Learn English

Sounds but no speech

Matches written words to images to test key vocabulary

Additional lessons require in-app purchase, and there are banner ads

LinguPinguin

Available in multiple languages

Allows students to compare familiar words in their own languages to pictures and concepts, and match them with English words

Two lessons are free; full app is $1.99 per language set

Little Fox

Features leveled reading stories and songs with images, voice narration, and available captions

Quiz follows each story and song

Lite version is free; full access is a monthly $19.99 subscription featuring access to over 2500 stories and 300 songs

eFlashApps Picture Dictionary

Free version contains banner ads

Allows child to match words with pictures, and puts words in context

Also allows the unique feature of letting the child record his or her own voice reciting words and phrases

LingoArcade

Available for multiple languages

Full version available for $.99 – includes 150 levels

Includes spoken and written word- and sentence- matching to images

SightWords

Free - from Innovative Mobile Apps (developer of LingoArcade and many other iOS learning games)

Includes flashcards and games, and allows you to add your own words and voice

Simple app designed to be shared by teacher/parent and child working together

Busuu

Available in multiple languages and for Web, iPad, and Android

All lesson units available through in-app purchases individually or as a set (total = $9.99)

Word and image-related games and activities progress gradually in difficulty

LearnEnglish Kids

Part of a series from the British Council (available for iOS and Android)

Free and paid versions – designed for schools in Britain

Links pronunciation and spelling to an interactive, story-based environment

Best Practices for Young ELLs

Stories, familiar things, and items from child’s native culture are highly useful in demonstrating and teaching English concepts

Young children also respond well to technology and other aids incorporating music, sing-along songs,, and colorful pictures and animations

The more immersive and responsive to the learner the better the technology intervention

More Best Practices

Games should include levels of skill to keep children motivated to play and learn

Consider teaming students together on games and simulations for added social element

You could even consider using “normal” commercial games in learning

Example: Ranalli (2008) found that ELLs playing the Sims learned more vocabulary from the game when they helped each other and had instructional materials to assist during play

Questions?

Resources

U.S. Department of Education Office of English Language Acquisition (OELA): http//www.ed.gov/about/offices/list/oela/index.html

http://www.Kidsactivitiesblog.com

http://Play.google.com

http://www.Educatorstechnology.com

References

Akasha, O. (2011). Voicethread as a good tool to motivate ELLs and much more. In M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology & Teacher Education International Conference 2011 (pp. 3123-3127). Chesapeake, VA: AACE.

Anderson, R., Speck, B., & Grant, M. (2008). Technology to teach literacy: a resource for k-8 teacher. Upper Saddle River, NJ: Pearson/Prentice Hall  

Atkinson, D. (2011). Alternative approaches to second language acquisition. Oxford: Routledge.

Block, D. (2003). The social turn in second language acquisition. Washington D.C.: Georgetown University Press.

Erben, T., Ban, R., & Castaneda, M. (2009). Teaching English language learners through technology. New York, NY: Routledge.

References

Hopping, R. (2011). US schools using iPad 2 as teaching tool. Know Your Mobile, Retrieved from http://www.knowyourmobile.com/blog/849367/us_schools_using_ipad_2_as_teaching_tool.html

Peterson, M. (2009). Computerized games and simulations in computer-assisted language learning: A meta-analysis of research. Simulation and Gaming, 41(1), 72-93. Retrieved from http://sag.sagepub.com/content/41/1/72

Ranalli, J. (2008). Learning English with The Sims: Exploiting authentic computer simulation games for L2 learning. Computer Assisted Language Learning, 21(5), 441-455.

White, E. (2010). Achieving literacy success with English language learners in the mainstream classroom. Indiana Reading Journal, 42(1), 23-28.