Computer-Mediated Communication in Language Learning

Computer-mediated Communication (CMC): incorporation of online communication technologies into a learning setting (Egbert & Hanson-Smith, p. 21) 

Synchronous CMC: possible simultaneous interaction, through tools such as instant messaging, text and voice chat rooms, and videoconferencing (Egbert & Hanson-Smith, p. 21) 

Asynchronous CMC: delayed communication through tools such as email, discussion boards, blogs, podcasting and webcasting (Egbert & Hanson-Smith, p. 21) 

Both synchronous and asynchronous CMC are invaluable in the classroom, as they offer many language learning opportunities that would not be accessible otherwise. Synchronous CMC offers students the ability to interact with other students in real-time, from any location. An advantage of this interaction type is the multitude of available communication opportunities. Teachers can establish connections with fellow teachers in schools across town, or even across the world, and can schedule student chat opportunities with the students from other schools via chat, Skype, etc. This type of partnership lends authenticity to the communication activities, and students would be excited to interact in a new modality and even more, with students from different locations and cultures. A disadvantage of this type of communication could be the potential negative side effects that could stem from having such an instant, real-time interaction. Students engaging in chat could be offended due to a lack of facial cues and a more-relaxed diction, which could result in a student accidentally saying something they didn't intend to be offensive. Otherwise, synchronous CMC can be a valuable tool for encouraging real-time student interaction. 

While synchronous interaction tends to rely more on informal writing exchanges, asynchronous communication modalities give learners time to review and edit their work (Egbert & Hanson-Smith, p. 21). An advantage of asynchronous CMC is that students have time to think about what they are saying. This provides language learners with an adequate amount of time needed to develop their ideas. This is supports Condition 5 for Optimal Language Learning (Egbert & Hanson-Smith, p. 21). If students have an adequate amount of time to work, then they won't be stressed, and will be able to engage in a better higher-level learning than under other circumstances. Unfortunately, one of the disadvantages of asynchronous CMC is that the students may become frustrated with waiting for other students to respond because the communication is not instantaneous. Ultimately, both types of interaction have their strengths and weaknesses, but should be incorporated into the classroom to enhance language learning and students' interaction. 

Developing Critical Thinking: Rationale for Rationale Software

The software for Rationale appears to be pretty useful for teachers' use in promoting critical thinking. The concept-mapping options would be incredibly useful for helping SS to grasp the idea of logically organizing their thinking into clear pathways, and the fact that the software allows teachers to provide feedback & comments is invaluable. I really enjoyed seeing the Jumble Jigsaw activity and reading about its use--this would be a fun way to challenge students to develop their critical thinking skills, and since the Jumble activities are random, students would constantly be challenged.

The problem that may arise in a classroom is how to incorporate this software. Firstly, teachers would have to consider the technology available to them during class time, and available to students at home. If the availability of technology is an issue, this software would be too difficult to incorporate into a class, and the teacher should just approach critical thinking strategies by introducing mapping by hand. As for the $64,000 question: if a school has the available resources and can afford the software programs, then by all means-- invest in the software. However, if the software programs will negatively impact the schools and won't be used often enough to justify spending the money to buy the software, then the teachers should be creative enough to find alternate approaches to teaching critical thinking strategies.

Wiki-Farm Wanderings

Wiki: "a web site developed collaboratively by a community of users, allowing any user to add and edit content" (Merriam-Webster)

When we started this class, I had no idea what a wiki was, other than thinking that "wiki" was simply an abbreviation for Wikipedia. What's more, I had absolutely no idea how to go about creating my own wiki. However, through experimenting with both Google Sites and Wikispaces, I have found them both to be very simple to navigate. 

Wikispaces had an extremely user-friendly interface. The first time I visited the website and signed up for an account, I was still skeptical of the ease I was experiencing, but as soon as I logged in and clicked "New Wiki," a giant "Welcome to Your New Wiki" page popped up! This page was very helpful and informative as I wouldn't have known to think of all of the topics it covered, but it did get overwhelming. I noticed that I started skimming through the topics, rather than poring through them as I first did when I opened the page. As for the rest of the site, I enjoyed the various options it provides that Google Sites does not, such as: Favorite Sites, Inbox, News, Monitoring (sites you want to watch) and community. This allows the user to personalize his/her homepage based on personal interests. 

When it came to creating the actual wiki, it was really easy to create and edit as well; however, it took me a few minutes of clicking around on the site to find the "New Page" link, which turned out to be housed under the "Pages and Files" tab--go figure. I had a lot of fun playing with my test wiki. Inserting pictures and links used the same toolbar as Google Sites, but it was difficult to resize the images without ruining their proportions. 

Overall, Google Sites is really awesome for one's personal webpage, but Wikispaces seems to offer more for teachers. The features of the site that provide special access for K-12 and Higher Education teachers seem to open up a lot of options for including technology in the classroom.  Additionally, I found it fascinating that it allows for teachers to create a whole class' worth of student accounts without requiring any of the student information. This would save a lot of time in the classroom; if the teacher can simply provide the preestablished account information to the SS, then there is more structured time for the T to help the SS become familiar with the site and it's resources, rather than wasting a lot of class time trying to set up the accounts. 

Now that I have successfully navigated the world of two different "wiki farms," I feel very comfortable with my ability to create wikis. I came into this class with no wiki experience, and have successfully created one on both Google Sites and Wikispaces. I feel that the only way to really learn how to navigate web pages is to explore them, so before introducing wiki use to 

my students, I would make sure that I was well-versed in the demands of each site. Furthermore, once introducing the wikis into a classroom, I would give my students class time to become familiar with the sites. I would encourage my students to navigate the sites on their own so they become familiar with wikis in a relaxed atmosphere, and I would be available to answer any questions that could come up. Through this experience, I have discovered how useful wikis can be in a teaching environment, and I will challenge myself to incorporate them in my teachings. 

Nailing the Needs Analysis

Questions: 

Hmm... let's see. I guess I have a few...

 

1. What happens if I've contacted ESL teachers from various teaching sites, and nobody gets back to me? 

2. How does the title of this assignment relate to the needs analysis assignments we completed in English 125E, where we had to actually create and perform a test or survey of a student's English proficiency? 

Contexts for assignment: 

Ideally, I would love to teach in a community college ESL classroom, or in an Intensive English Program (IEP), such as the English Language Institute on Sac State's campus. However, since I have already worked in the ELI for the past two fall semesters, I am trying to branch out and gain some classroom observation experience in another setting. I am hoping to find a professor at one of the community colleges for my classroom observation-- I think this will challenge me to step outside of my comfort zone (ELI) and force me to make new connections outside of those I have already established in ELI. 

Prior Knowledge about Context: 

 As far as I know, community college (CC) ESL programs aim to help students increase their English proficiency levels through classroom teaching and assistance through other resources... However, my knowledge about CC ESL teaching and learning is very limited. I am hoping to gain a better idea of the challenges and student demographics that CC professors help, which will better prepare me for future teaching experiences. 

Steps to Completing the Needs Analysis: 

I emailed Professor Gabriella Nuttall, the ESL Department Chair at Sacramento City College (SCC) on Friday regarding setting up a classroom observation with her or any other ESL professors at SCC, and am currently awaiting her response. If I cannot set up a meeting at SCC, I will also contact other ESL professors in the Los Rios district. Another option I will pursue if necessary is finding a teacher in one of the Sacramento-area adult schools, and finally, if none of these options pans out, I will contact the professors I know in ELI to see if I could sit in on any of their classes. 

I plan on giving Professor Nuttal until Monday or Tuesday to respond, and if I don't hear from her by Tuesday at the latest, I will proceed by reaching out to other professors in the area as well. 

Overall: 

Although this Needs Analysis assignment varies drastically from that in English 125E, I think this assignment will challenge me to view ESL teaching from a completely different angle than I am familiar with. I typically tend to focus on teaching approaches and a lesson's context, whereas I don't really consider the technological benefits and opportunities available in a classroom and how they can help expand my teaching options. This assignment (and class in general) will help me consider and explore technology as a teaching tool and will challenge me to creatively find ways to include technology within my teaching.