Tuesday, February 9, 2010

Lecture notes for Tuesday, 2/9

Asynchronous L2 oral practice using CALL tools

Cognition Hypothesis and resource-directing dimensions
  • Then & There tasks (past & elsewhere)
  • multiple POV
  • location, causality
  • intentional reasoning (theory of mind)
Task complexity, interaction and uptake
  • task sequencing
  • link input to output to increase interaction/uptake
  • interaction and attention to input
  • input vs output anxiety
  • task difficulty and complexity

Questions to consider:
  • How does this apply to instructional design of oral output lessons/activities?
  • Can production CALL tools such as Voicethread, podcasting and YouTube posting increase student L2 uptake?
  • If so, how?

Thursday, February 4, 2010

Readings and blog assignment for 2/9/10

Additional readings for Tuesday, Feb 9, 2010:


Voicethread for ESL/EFL

http://voicethread4education.wikispaces.com/EFL+&+ESL
(A chance to learn about Voicethread and to see a Wiki example in Wikispaces)

Voicethread Extends the Classroom through Multimedia
http://www.edutopia.org/voicethread-interactive-multimedia-albums

For Blog post #5, discuss how the concepts in Ch. 6 of your text and the assigned Robinson reading apply to the tool Voicethread. Use the concepts in the readings to essentially evaluate the instructional value of Voicethread.

Tuesday, February 2, 2010

Blog assignment for week of Feb. 2, 2010

For this week's blog assignment:
  1. View or listen to one instructional video or podcast in your L2 and evaluate it from the point of view of a student. Include a link to the video or podcast.
  2. Then view or listen to one instructional (or topic-based) video or podcast in an L2 you teach or intend to teach, and evaluate it from the point of view of an instructor. Include a link to the video or podcast.
  3. Tweet your links with with the #MATESOL tag at the end of your post.
Then, read 2 classmates' blog entries, listen to/view one of the podcasts/videos evaluated each classmate and in the comments section briefly describe your evaluation of the podcast/video.

CALL for Listening Instruction

Notes for 2/2/10 CALL class:

Sources for audio input:
Resources
iPods & Podcasting for Whole Language Instruction
http://www.slideshare.net/gpoli/ipods-podcasting-for-whole-language-instruction

Wednesday, January 27, 2010

A question about toolbars

Recently one of my CALL 487 students emailed me the following question:

"Hi Terrie,
I was just surfing the interweb and came across this site: http://www.eslprintables.com/

I wanted to use some material from it but it asked me to register and then sent me a link to activate my profile/registration. It then said that in order to use the site I had to download their toolbar. My question is whether or not this kind of thing is common? I have declined to install the toolbar, but I'm not sure if sites do this frequently or why they might want you to do so...."

Here was my reply:
"Many sites give you the option to download a toolbar, but don't require it. Delicioius, Yahoo and Google, for example, do this. I generally don't download the toolbar because it seems to slow my computer down and clutter the top bar of my web browser. I looked around at the site and I think you were wise not to download the toolbar. There may be nothing malicious about the site, but there are other places where you can get the same kind of resources without downloading anything, and the eslprintables.com site looked a bit unprofessional....cluttered with ads and odd notes."

You can compare www.eslprintables.com to a site such as http://a4esl.org/ to see what I'm talking about. Just as we need to teach our students to be critical "readers" of the interweb, we also need to bring a skeptical eye to our own search for online ESL resources and CALL tools.

Do you have any examples of either excellent sites such as a4esl.org, or dubious sites such as eslprintables.com, to share?

Also, don't forget to tweet links to either sites you think teachers should steer away from or sites you think are useful resources (add #ESL and #MATESOL at the end of your Twitter post to make it easier to find).

Tuesday, January 19, 2010

Homework for Thursday, 1/21/10

Read Chapter 3 in our CALL textbook (pdf available on our Blackboard site).

Find at least one online resource that you think would be useful in teaching SLA reading skills. This can be an online text or an actual online activity or lesson. Describe why you chose this resource and how you would use it. Make sure you include a link in the post to this resource.

Finally, add a link to this resource in your delicious account, using MATESOL as one of the tags, and at least one other word as a tag that describes the main subject of the link.

We will be sharing all these blog posts in class Thursday, so be prepared to have your entry and link projected for all to see.

Highlights of 1/19/10 class discussion

The reading for today's class, Principles of instructed language learning by Rod Ellis (2004), presents 10 principles that you should use to assess any CALL tool, lesson or activity you design to ensure effective language instruction.

Some key concepts include:
Focusing on fluency as well as accuracy,
Addressing the learners' built-in syllabus
Providing extensive input and output opportunities
Addressing learner differences
Providing opportunity to interact with L2
Assessing free and controlled production\

About Me

An instructor in the UIC MATESOL program, and an adminstrator at the UIC Tutorium in Intensive English. I have a B.A. in Economics/Creative Writing and an M.F.A in Writing, and an M.Ed. with a concentration in online instructional design.