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Similar a Multimedia In The Esol Curriculum (Conference)
Similar a Multimedia In The Esol Curriculum (Conference) (20)
Multimedia In The Esol Curriculum (Conference)
- 1. Multimedia in the ESOL Curriculum Lisa A. Rutherford Rustaq College of Education April 24, 2008
- 14. Core ESOL English Curriculum The Basics for Beginners
- 19. Voice Recognition Arabic Read and Write
- 20. Online Listening Randall’s English Listening Lab
- 21. ELLLO Listening Lab Online
- 24. Online Sign Language Literacy Starfall
- 27. Letter Recognition Read and Write Arabic
- 28. Online Literacy Starfall
- 31. Reading Online Reading is Fundamental Website
- 38. Typing Software Rapid Typing
- 39. Typing Software Typing Master Pro
- 49. Bilingual Dictionary Software VerbAce 7.0
- 52. Content-Based ESOL Curriculum A Shift to Academic Literacy across the Curriculum
- 58. Bangkok Post for ESL Online
- 59. News Online National Geographic for Kids
- 62. THE END
- 72. The End
Notas del editor
- The core competencies as well as content-based ESOL instruction can be taught by using multimedia enhancement within the ESOL curriculum. According to the International Society for Technology and Education (2002, p. 36), "multimedia education combines text, graphics, video, animation and sound to represent and convey information."
- In content-based ESOL, students become more actively engaged in literacy development because the learning focus shifts from general language learning to learning that is transformed into the acquisition of content knowledge (Sticht, 1997). In addition, the integration of technology into the curriculum has been proven to be particularly beneficial in testing. Cobb (no date, unpublished) found that computer assisted learning improved ESOL students' English language acquisition skills in general testing. Likewise, Dyer et. al (2006) found that technology students had superior mathematics performance in Virginia's statewide academic assessment in comparison to students who were not enrolled in technology courses. In short, multimedia education improves overall student performance measures in motivation, self-directed learning, retention and testing.
- The required curriculum materials include the students' textbook, workbook and multimedia assisted learning such as audio tapes, CDs, DVDs, VHS and computer-assisted learning. The ESOL multimedia curriculum may be facilitated by a one computer classroom, a five computer classroom or a thirty computer classroom.
- The ESOL curriculum is divided into two components: a core English language curriculum and a content-based ESOL curriculum. The core English language curriculum is taught to ESOL students with low English proficiency levels. The core English language curriculum consists of fundamental English language competencies such as speaking, reading, writing, listening and grammar. The content-based ESOL curriculum is taught to students with higher proficiency levels in English. The content-based ESOL curriculum consists of subject matter areas presented in simplified English such as history, social studies, science, and math.
- ESOL students who are placed in the ESOL core competencies program have been determined to be at risk students for their lack of English proficiency. Students enrolled in this program are placed in what is called "pull-out ESOL" or "sheltered ESOL" programs. Students placed in pull-out ESOL programs learn intensive English for up to two years. During this period, ESOL students learn English speaking, pronunciation, reading, writing, listening and grammar. Depending on the student's English proficiency and the school's ESOL curriculum design, a student may also be enrolled in content-based ESOL classes in history, science, or mathematics in addition to taking sheltered ESOL English courses.
- Many multimedia activities are available to assist ESOL learners in acquiring listening and speaking proficiency in English. It has been proven that computer-assisted pronunciation software applications dramatically improve student foreign language pronunciation. (Hew & Ohki, 2004). In addition, multimedia listening labs are quite beneficial to ESOL students. English language learning software applications, CDs, DVDs and online instruction are readily available in English from most textbook and testing publishers such as SAT preparation and the iBT TOEFL. Online listening labs such as IELTS Online, the English Language Listening Lab Online, ESL Pod and Randall's English Listening Lab Online are also quite instructive.
- In addition to listening and speaking, multimedia reading programs can also accelerate ESOL reading proficiency. Many computer-assisted reading programs are available to ESOL students. These include online reading programs such as River Deep, Accelerated Reader, and the Reading is Fundamental website, and cost-free online books at the Gutenberg Project website. Internet-based online reading has a significant instructional impact on student performance over traditional textbooks. (Shiratuddin, 2001, p.75) This impact is attributed to the fact that students are able to construct their own educational strategies. In addition, students usually enjoy multimedia reading tasks because multimedia reading materials are usually more visually attractive, more user friendly through hyperlinks, and more interesting because the reading programs are more interactive than a book. (Shiratuddin, 2001).
- In addition, multimedia programs can also be used in improving ESOL writing skills such as English composition, creative writing, editing, and Internet communication. Online writing workshops, e-mail writing projects, and word processing editing software all can be utilized in a multimedia writing lab to improve student's written English. Word processing utilities such as spell check, Grammatik, dictionary, translation, and thesaurus can help ESOL students improve their fluency and proficiency in the written English language. Editing software such as spell check and Grammatik have been shown to result in fewer first draft editing errors than students who did not use computerized correction (Liou, 1993). In addition, International ESOL e-mail exchange programs have also been found to be very beneficial to students' writing improvement regardless of their English proficiency level. Students enjoy practicing writing skills in multimedia labs because they can work at their own pace, correct their errors immediately, and they are able "to assume a much higher degree of control over their own learning than in most traditional writing classes." (Johnson & Brine, 1999, p. 261).
- There are also many computerized grammar programs available to ESOL students. Some online English grammar websites include English-test.net, English Exercises Online, A4ESL, English Club, IELTS Online and English Aquarium. These online grammar programs offer lessons on the parts of speech, verb conjugation, vocabulary, and business English. These online English exercises offer lessons at varying proficiency levels: beginner, intermediate and advanced. Some online programs also offer online standardized test preparation in TOIEC, TOEFL, GMAT, SAT, GRE, MCAT, and ESL tests. They also include demonstration tests, reading exercises, and vocabulary flashcards. Rajarentnam (2004) found that "students found online grammar quizzes more interesting and less difficult than the exercise and activities [from] handouts." This is because students may vary activities and adjust difficulty levels to their liking. In addition, the answers to the grammar questions are automatically provided. So, students can make immediate corrections to their errors.
- The multimedia approach also facilitates vocabulary learning and dictionary use. Computerized dictionaries such as Microsoft Word translation functions, hand held bilingual dictionaries, bilingual dictionary pens, and online translation software such as Alta Vista Babel Fish and Systran help students increase their English language vocabulary with more precision and at an accelerated pace. These translation tools can also help ESOL students understand English idioms and phrases which are difficult to understand. It has been shown that ESOL students who use computerized dictionaries can access words faster and retain new vocabulary words at a higher rate than students who use traditional bound dictionaries. (Loucky, 2003). Higher vocabulary learning rates, in turn, improve overall fluency and proficiency in students' English language receptive and productive skills.
- In addition to the ESOL core curriculum, the more advanced ESOL students are placed in content-based ESOL classes. In content-based ESOL, the emphasis shifts from general English literacy to academic literacy in science, math, social sciences, and history. Teachers are required to apply content-based ESOL approaches to instruction (Florida Sunshine State Standard 12). In addition, educators must "evaluate, adapt, and employ appropriate instructional materials, media, and technology for ESOL in the content areas at the elementary, middle, and high school levels" (Florida Sunshine State Standard 17). These educational goals can be achieved by integrating technology into a content-based ESOL curriculum.
- Research has shown that content-based ESOL results in improved academic performance. MacDonald (1997) found that a content-based ESOL curriculum results in higher learning retention rates in vocabulary and general reading. In addition, MacDonald (1997) found that higher content focus results in higher student retention rates in overall school enrollment. Student persistence in content-based ESOL programs is directly related to purposeful learning and its applicability to student learning needs.
- Multimedia learning can be integrated into content-based ESOL across the curriculum. Educational objectives in the subject matter areas of science, math, English and social studies can be combined into independent research projects, collaborative projects, web-based lessons, multimedia presentations, online discussions, a class website and international cultural exchange projects. In addition, specific content-based areas such as health services and vocational technical learning can be utilized in a content-based ESOL curriculum.
- Independent activities-based learning projects could include web-based lessons, online research, webquests, online scrapbooking, and cyberguides. In a webquest, students are given a topic, such as global warming, and are assigned to find websites related to global warming and encouraged to bookmark relevant websites on their homepage. Students should be encouraged to use information based on sources from the disciplines of mathematics, science, social sciences and English in order to properly assess the problem of global warming. With online scrapbooking, students can be assigned to download news, photos, scientific explanations, statistics, graphs and charts on global warming. Afterward, students can make an online scrapbook for the classroom website or make offline posters and scrapbooks on global warming.
- Collaborative projects include multimedia presentations, creating a website or a webpage, making an online searchable library, writing a classroom newsletter, or conducting a social action project. A possible collaborative project could be a multimedia presentation or a video documentary on a selected topic such as global warming. After students have completed their independent research projects, students could expand their webquests into a classroom online searchable library. Afterwards, students could then form into teams and combine their research efforts into a single, unified project. For example, students can divide into research teams on global warming. The teams could be organized into the Artic team, the atmospheric team, the land mass team or geographical teams. Each team would be responsible for producing information on global warming from multidisciplinary sources such as the news, earth science, atmospheric science, mathematics, geography and social sciences. At the end of the team phase, the students would then combine all of the information and produce a single presentation such as a documentary video in Moviemaker.
- In addition to individual and collaborative projects, ESOL students may participate in intercultural awareness programs through e-mail exchanges. Past collaborative internet projects were shown to improve English reading, writing and cultural awareness. A Fulbright U.S.-Brazil intercultural project which sought to "improve English skills, to broaden cross-cultural understanding and sharpen technological abilities" was found to improve performance in English reading and writing skills. (Shulman, 2001, p.2, 5). Assignments included creating an international cultural exchange homepage, a survey on the U.S. presidential election, a book report or article review and written discussions on cultural differences. The learning outcomes of this international cultural exchange included creating a pathway to learning, accommodating students' different learning styles and being a part of a global community of learners.
- The integration of multimedia technology into the ESOL curriculum has been proven to be beneficial to students and educators alike. ESOL educators have a wide variety of resources available to supplement traditional ESOL learning strategies. These resources include CD's, DVD's, VHS, computerized dictionaries, assisted pronunciation software, editing software, online listening labs and online grammar practice. In addition, educators may integrate multimedia technology in content-based ESOL across the curriculum. Independent and collaborative projects can be used to combine the subject matter areas of science, math, English and social studies. Students can participate in web-based lessons, multimedia presentations, online discussions, a class website and international cultural exchange projects. Multimedia ESOL education accelerates student learning, especially English proficiency and literacy. Students typically enjoy multimedia assignments because they are given the freedom to learn with flexibility in language instruction. They may learn educational material at a comfortable difficulty level and study subject matter that reflects their interests and has relevance to their lives. Students find multimedia learning rewarding because they may organize and review material at their convenience. In addition, multimedia programs provide immediate corrective feedback with little teacher intervention. Overall, ESOL multimedia learning improves student motivation and gives ESOL students the confidence to succeed in their English studies.