Joachim Castellano Classroom Practices Eun Sung Park Teachers College Columbia University December 9, 2005

Transcription

1 Technology in the TESOL/TFL classroom 1 Technology in the TESOL/TFL classroom Joachim Castellano Classroom Practices Eun Sung Park Teachers College Columbia University December 9, 2005 jec2133@columbia.edu

2 Technology in the TESOL/TFL classroom 2 Today s digital technology - the computer, the internet, multi-media, and the mobile phone, for example - has become an indispensable part of daily modern life. We now live in a globalized community where time and space no longer limit human interaction. These technologies have revolutionized the ways in which people communicate: we can reach anyone, anytime, anywhere via text, voice, or video with great speed and ease. Digital technology also has great potential to transform the ways in which we teach and learn. Particularly in the field of foreign language teaching, digital technology seems to promise solutions to age old problems in the foreign language classroom. Zhong and Shen comment, there is an argument that goes as far as to claim that new technologies may offer a panacea for EFL teaching problems, such as lack of motivating and meaningful learning environment, authentic language input, and opportunities for real-life communication (2002, p. 38). This paper will explore the implementation of digital technology in the foreign language classroom. The following five articles affirms digital technology s incredible potential, yet also demonstrates the necessity for training if we are to use these technologies effectively. Amiri, Faramarz. (2000). IT-literacy for language teachers: should it include computer programming? System, 28, In this article, Amiri not only calls for more IT based courses in TESOL MA programs, but also computer programming training specifically in areas of end-user programming and instructional design for language teaching. He points out that foreign language teachers (FLTs) have always been the first to embrace technology in their classrooms quickly adapting record players, tape recorders, and video into their techniques. With the pervasiveness of the computer and internet access in every day life,

3 Technology in the TESOL/TFL classroom 3 it is necessary for FLTs to incorporate new media into their classrooms. Merely having these technologies in our classrooms is not sufficient: we should possess skills to maximize these tools. For example, new technologies can create new digital materials. Self-produced materials are not a new phenomenon in foreign language classrooms, as throughout time teachers have supplemented standard texts with their own creations. Therefore, Amiri believes that FLTs ought to be able to produce their own digital materials and computer programs. Due digital technology s inherent technical nature, producing digital materials requires proper training. However, several hurdles exist: insufficient or lack of FLT training in IT and computer programming, the perceived incongruity of computer programming and linguistics, and the basic fear of programming. Amiri argues that FLTs shouldn t fear programming. Programming has evolved from line by line coding to more visual and user-friendly processes. In addition he believes that FLTs are best suited for programming because of our knowledge and experience learning and utilizing formal syntactic rules and systems present within using and decoding foreign language. FLTs who can produce their own digital materials and programs could have an enormous impact both inside and outside of the classroom. Today s computer software has not matched hardware innovations: most of it has been unimaginative, one-size fits all programs. Programming capable FLTs would not have to rely on software companies for their classroom needs. Furthermore, they can customize programs according to their learner and classroom needs. Also FLT s could more easily share innovations and collaborate with other teachers. FLTs who can program would benefit not only their students, but other FLT s as well.

4 Technology in the TESOL/TFL classroom 4 Bradley, Travis & Lomicka, Lara. (2000). A case study of learner interaction in technology-enhanced language learning environments. Journal of Educational Computing Research, 22(3), This study focuses on learner interaction in a technology enabled foreign language lab through a qualitative research project. Researchers followed five students of varying computer ability from two third semester college language courses: one French and one Spanish class. Each class met in a computer lab once a week in addition to their regular language instruction. Researchers had three questions in mind: how do learners view technology, what activities do they engage in, and what types of interaction takes place. Students felt positive about the lab because they felt relaxed and were able to work independently. They didn t feel pressure because they were compelled to speak, or felt that they were going to be tested on the material. While students had the opportunity to access authentic materials via the web, the activities involved mere information gathering. Interaction was scant: most of it involved instruction and troubleshooting in their learner s first language (L1). While the availability of computers in this foreign language curriculum might appear to make it cutting edge, here is an example of misguided use of technology for unimaginative tasks. Instead of taking advantage of the authentic communication offered by networked computers, tasks involved mere information collecting. Furthermore, because of poor activity design, students interacted less, not more. Implications of the study strongly suggest that teachers need to implement digital technology in a way such that meaningful learning and communication can take place. Tasks need to be designed

5 Technology in the TESOL/TFL classroom 5 such that technology is the means by which some higher communicative goal can be achieved. Cifuentes, Lauren & Shih, Yu-Chich Doris. (2001). Teaching and learning online: a collaborative between US and Taiwanese students. Journal of Research on Computing in Education, 33(4), This article queried the benefits and limitations of an international exchange between pre-service teachers (PST) at Texas A&M and English students at Fu Jen Catholic University in Taiwan. The results were mostly positive; of the 37 pairs only 5 found their experience not beneficial. The most positive groups corresponded the most, while the negative groups corresponded the least. Teachers praised the activity for new experiences enabled by internet connectivity, sharpening of online as well as in class teaching skills, and personalized instruction. Students valued authentic language practice, writing advice, and overall sense of improvement of all language skills. The researches noted several limitations: technical failures, text-only nature of , slowness or lack of responses, sense of detachment due to distance and time, miscommunication due to cultural differences, and time limitation. Both schools evaluated the exchange highly successful: they plan on repeating the exercise. This exercise highlights the potential of digital technology in the foreign language classroom. It maximized the strengths of digital technology, in this case internet connectivity and exchange. It was successful because the participants were well prepared, the activity was well designed, and authentic, individualized communication took place. The limitations can be easily addressed with improved, more-reliable technology, inclusion of multi-media, and more cultural training. Non-compliant partners

6 Technology in the TESOL/TFL classroom 6 can be exchanged for different ones. In addition, this type of activity can be done outside of classroom time because of the asynchronous nature of . Shea, Peter. Leveling the playing field: a study of captioned interactive video for second language learning. (2000). Journal of Educational Computing Research, 22(3) This article investigates the effects of interactive video (IVD) incorporated into a foreign language lesson. IVD is an example of a three-symbol (audio, video, text) medium. Current research, from Gibbons and Garza for example, shows that multisymbol versus single symbol systems better assist learner comprehension and retention. Shea hypothesized that IVD could increase student s productivity and assist weaker learners. 56 second semester college level students watched captioned versions of a Spanish television drama, Destinos, once a week for nine weeks. The experimental group worked with an IVD version of the drama, in which they could manipulate the playback of the drama frame by frame. With simple clicks of a mouse, students commanded precise control of syntactic chunks. The control group watched a videotape version without interactive features. Students faced pre-recorded questions, on audio tape (control) or IVD (experimental), about the show in Spanish. The results supported Shea s hypothesis: students using IVD were able to complete the tasks more efficiently than the control group. In addition, while students from both groups scored consistently with their pre-screened ability level, the lower tier students in the experimental group scored higher than lower tier students in the control group. This experiment proves digital technology s superiority over older analog media. Users can control digital media with great precision and speed, hence increasing

7 Technology in the TESOL/TFL classroom 7 productivity. Since Shea s study demonstrates that learners, especially weaker ones, benefit more from multi-media, multi-symbol systems, IVD s role in a foreign language curriculum should increase. With the widespread availability of DVD discs with captioning and digital control (essentially IVD), this technology can be easily incorporated into today s classrooms and lessons. Zhong, Ying Xue & Shen, Hui Zhong. (2002). Where is the technology-induced pedagogy? snapshots from two multimedia EFL classrooms. British Journal of Educational Technology, 33(1) This article investigates two EFL classrooms in China both of which showcase the latest in multi-media technology, and evaluates how such technologies have been utilized. Both classes come from selective schools that pride themselves on innovation. After analyzing both classes the researchers surmised that these technologically enabled classrooms have not revolutionized practices as many in the field have envisioned. The EFL approach in China has not progressed much over the years: it has yet to grow from the principles of grammar translation and the audio-lingual approach. Despite having computers, projectors, and multi-media presentations, these technologies served as mere electronic workbooks, bulletin boards, and textbooks on screen. The strengths of technologies were subverted to fit into the existing framework of EFL teaching. The article then attributes cultural reasons for this lack of change in approach, particularly the influence of the hierarchical Confucian philosophy. They suggest that for the computer to be fully utilized and integrated into the EFL classroom, changes first must be made at the level of approach.

8 Technology in the TESOL/TFL classroom 8 This article yet again highlights the need for pedagogical and methodological guidelines for incorporating technology into in EFL/SLA classroom. Teachers have devised techniques for these high-tech tools, few, however, take advantage of digital technology s strengths. They are mere electronic versions of previous analog practices. These five articles illustrate digital technology s range of impact in the foreign language classroom. Shea and Cifuentes and Shih s articles highlight digital technology s advantages. Shea s study demonstrated the efficiency of digital control, the effectiveness of multi-media, and its benefit to less proficient students. The latter represents an exciting possibility for digital technology and should be explored further. Cifuentes and Shih s study exemplified a productive activity using digital technology. Despite employing technology that is not relatively cutting edge text based - it proved very successful because it was well designed and participants were well prepared and engaged in meaningful communication. In Zhong and Shen, computers were mere high tech accoutrements having little impact on pedagogy. Similarly in Bradley and Loicka, digital technology did not play an important role in the actual curriculum beyond providing access to authentic materials. These two articles drive home the point that digital technology alone will not revolutionize the classroom. Digital technology has increased its presence in foreign language classrooms, a presence that will steadily increase as technologies become more affordable, reliable, and user friendly. However, it is apparent from these articles that we have yet to fully realize its enormous potential. Therefore Aziz s call for more IT training and computer programming in MA TESOL/TFL programs makes sense. There clearly is a dire need to

9 Technology in the TESOL/TFL classroom 9 train FL teachers how to implement these technologies efficiently and effectively. In addition, programming capable FLTs can create their own digital solutions themselves. FLT s must consider questions not only at the level of technique, but also at the realm of approach. In order to fully take advantage of digital technology, approaches need to reflect a reasoned and practical use of these tools. Digital technology s benefits- access to authentic materials, opportunity for real communication, personalized instruction, precise control over information can greatly improve the quality of language teaching. Future FLT s like myself are sure to incorporate some form of digital technology in our lessons, so these issues are very important for us to consider. Unless properly trained, we risk reducing powerful tools into high tech toys of little learning value.

10 Technology in the TESOL/TFL classroom 10 References Amiri, Faramarz. (2000). IT-literacy for language teachers: should it include computer programming? System, 28, Bradley, Travis & Lomicka, Lara. (2000). A case study of learner interaction in technology-enhanced language learning environments. Journal of Educational Computing Research, 22(3), Cifuentes, Lauren & Shih, Yu-Chich Doris. (2001). Teaching and learning online: a collaborative between US and Taiwanese students. Journal of Research on Computing in Education, 33(4), Shea, Peter. Leveling the playing field: a study of captioned interactive video for second language learning. (2000). Journal of Educational Computing Research, 22(3) Zhong, Ying Xue & Shen, Hui Zhong. (2002). Where is the technology-induced pedagogy? snapshots from two multimedia EFL classrooms. British Journal of Educational Technology, 33(1)