Dr. Kovalik has redesigned a face to face course to be more technology enhanced, making it a blended format, where students use blogs and threaded discussions to engage each other and the professor.

1. ESL 5317: Literacy skills
development in ESL
(Technologically-enhanced)
Ludovic M. Kovalik, PhD

2. About the course
ESL 5317: Literacy skills develop-
ment in ESL  a course in WSSU’s MA in
English as a Second Language and Applied
Linguistics with Teacher Certification in ESL

3. Course objectives
The course  meant to
examine the psycholinguistic bases of the

reading process in ESL
focus on

- reading as a skill
- role of the ESL teacher in developing
this skill

4. Student learning outcomes
understand and apply current theories and

research in language and literacy
development
provide appropriate input

provide optimal learning environment for

their ESL learners

5. Blackboard tools used
online discussions  threads

blogs


6. Online discussion threads: A sample
Sample may not be useful (Posted by TW,

Saturday, November 1, 2008, 1:58:56 PM EDT)
RE: Sample may not be useful (Posted by LN,
o
Monday, November 3, 2008 5:46:57 PM EST)
Scanning—as of what proficiency level? (Posted by

LMK, Wednesday, November 5, 2008 7:01:07 PM EST)
- As early as possible (Posted by LN, Thursday, November 6, 2008
6:16:42 PM EST)
RE: Sample may not be useful (Posted by JB,
o
Tuesday, November 4, 2008 8:20:01 AM EST)

7. Lesson(s) learned: A sample
Lesson Learned: November 24-28 (permalink) Created on Saturday,
11/29/2008 9:53 PM by JP
It still makes me stop and think sometimes to hear that identifying all of the
words in the text is not crucial. It seems like it would be for comprehension to
occur, but at the same time, I can still see where it wouldn't be. I think of my
students and myself. I don't always read everything word for word, but I still get
the overall meaning of the text. I know my students don't read everything, but
they still get the main points. I think that is important. Whenever we are
reading something and they don't know what one word means they will ask,
and I try to not always tell them, but for them to tell me what they know. Most
of the time they are quot;getting itquot; so that one word didn't interfere with their
comprehension. A lot of times I think the text has something to do with how
attentive the reader is. I'll be honest. If I am reading something and it is long
and difficult to understand, I may just try to skim through it to get the main
points. It's hard to pay attention to text when it is so hard to read.

8. Looking back …
Student behaviors noticed
willingness to participate in online activities, irrespective of

whether or not they had previous experience with them
open-mindedness as discussants

readiness to admit to problems/failures faced as classroom

teachers
readiness to engage in exploring options and alternative

solutions toward surmounting difficulties by sharing teaching
experiences

9. Looking back …
(cont’d)
Such positive attitude  gate toward self-
improvement.
Most important gain  opportunity to reflect…
… and reflection = change = growth.

10. Looking forward …
To-do’s
recommend that students use discussion boards

and/or blogs in their own classes and share their
experiences with their peers; and
require that students actively participate in online

discussions and networking—TESOL Online
Discussions, TESOL Virtual Seminars, Linguist List
discussions.