applying blogs to a language learning context · second year mfl students language and technology...

Applying blogs to a language

learning context

Tríona Hourigan

Institute for the Study of Knowledge in Society

University of Limerick

AULC Conference 2009

Introduction

Blogs: Background and Definition

Blogs and Foreign Language Learning

Integration: Examples of Single-authored

Reflective Blogs

Concluding Remarks


Part I




Website ‘consisting of dated entries typically listed in

reverse chronological order on a single page’ (Kolari

et al., 2006:92).

Wide variety of forms: free flowing; notebooks of

ideas; platforms for presenting alternative viewpoints;

diary entries; links to the unclassifiable (Blood, 2000)

Global phenomenon: textual; audio; video formats

Also exploited by advertisers; media; politicians


Web 2.0 tools :

- blogs; wikis; video/photo sharing sites; social networking platforms

Impact:

-communication

-creativity

-personalisation

-secure file sharing

-collaboration


Amorphous Blogosphere

Murray and Hourigan (2008)


Generic Features

Blogger.com

- free; easy to use interface; customise template;

- add photos; videos; mobile posting;

- applications/gadgets for example ‘ilike gadget’

Development of community: feedback from

other users; group/team blogging;

Multilingual: available in 41 languages


Part II

Blogs and Foreign Language

Learning


Blogs: Advantages for the L2 classroom

Quite easy to set up

The software is readily accessible and free of charge

Blog hosting sites are multilingual

Content is instantly publishable on the web

Interaction and commentary from the teacher and fellow class members are facilitated by the ‘comment’ function

Learners can develop a wide range of generic transferable skills

Target language (“authentic”) blogs exist which may provide content for discourse analysis

(Murray and Hourigan 2008)


L2 blogosphere: Useful reference guide for

learners

Google Blogs Search Engine: multilingual

Access to authentic examples of blogs written

by native speakers

Need for learners to develop blog content

assessment skills


Considerations for task design

Embrace the flexibility of this tool

Choose suitable blog format: nominate specific skills (written/aural) which match appropriate type of blog (textual/audio visual)

Define type of blog task required, for example group-based blog or an individualistic reflective blog

Define nature of the task itself, for example reflective learning


Examples of potential L2 blog tasks

(adapted from Murray and Hourigan 2008)

Group blogs

Collective dissemination of knowledge

Peer discussion

Collaborative processing and application of data

Single publication: plurality of authors

Single-authored blogs

Author’s individual voice

Creativity

Reflective

Vanity publishing factor

Potential collaboration between student and teacher


Part III

Blogs and Integration:

Examples of single-authored

reflective blogs


Student Profile

Second year MFL students

Language and Technology module

Aim: to introduce students to the major pedagogical, professional and research applications of technology in modern languages and to enable students to integrate these into their studies


Reflective Language Learning Task

Blog on language learning activities only over the

course of the semester

Freedom to blog in L1 or L2

Possibility to collaborate if desired

Submit end of semester essay: analysis of this

personalised task

Aim: to guide learners with regard to personalising

their language learning experience

Worth 20% of the overall mark


Comments from essays

Blogging was a struggle, a task, one that did not come easy

and was being carried out because the work schedule required

it and because it kept me focused on the job at hand.

Writing a blog on this topic allowed me to reflect on how I

could use Skype for language learning, and also in what ways

could I consider it suitable to my personal LL methods and

preferences.

I began to read blogs on various topics in order to broaden my

experience and learn more about blogging and its relevance in

other areas as well as the variety of styles and structures being

utilized which helped


After reading back through my blog entries I found

the results did not entirely adhere to my aims

For some reason unknown to me I prefer putting pen

to paper and letting the ideas and thoughts flow onto

the blank canvas

I personally am not one for deep introspection; I feel

I know myself well enough by now.


Concluding Remarks

Blogging is a viable L2 activity

Rich blogosphere: useful if exploited appropriately

Moving from the generic to the specific

Choice of appropriate task is key

Establish an appropriate assessment framework

- L2/L1?

- Content: reflective; group discussion

- Acceptable level of blog postings?

- ICT skill development

applying blogs to a language learning context · second year mfl students language and technology...

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