Return-Path: <nifl-technology@literacy.nifl.gov> Received: from literacy (localhost [127.0.0.1]) by literacy.nifl.gov (8.10.2/8.10.2) with SMTP id j1HM4DC04694; Thu, 17 Feb 2005 17:04:14 -0500 (EST) Date: Thu, 17 Feb 2005 17:04:14 -0500 (EST) Message-Id: <4ACDF1A2F0E48D41A19F9802A58314C61167C2@mailbe-la01.lausd.net> Errors-To: listowner@literacy.nifl.gov Reply-To: nifl-technology@literacy.nifl.gov Originator: nifl-technology@literacy.nifl.gov Sender: nifl-technology@literacy.nifl.gov Precedence: bulk From: "Bakin, Barry" <barry.bakin@lausd.net> To: Multiple recipients of list <nifl-technology@literacy.nifl.gov> Subject: [NIFL-TECHNOLOGY:3501] RE: Wrap-up for Question 2 Learner-appropriate X-Listprocessor-Version: 6.0c -- ListProcessor by Anastasios Kotsikonas Content-Transfer-Encoding: 8bit Content-Type: text/plain; Status: O Content-Length: 2584 Lines: 46 John wrote:... And, I would actually have to get strict about bringing them back to what they saw as the more mundane typing in Word or looking at the weather on weather.com or a non-computer exercise. But, the drive to be able learn about happenings in their homes certainly sped their technological skills acquisition. And David wrote in response: Your last sentence, although understated, is the very heart of integrating technology -- finding for each learner a purpose that is so compelling that s/he will overcome whatever language learning, technology learning, or other obstacles there might be John, I would suggest that you leverage that "compelling" interest your students have in finding out about their own countries into a way to make a previously "mundane typing in Word or looking at the weather on weather.com" into a highly relevant and much more interesting project that they won't find quite so mundane. Make them take that knowledge they obtained (even if it was in a native language other than English) and convert it into a one page description of weather in their country. Furthermore, tie it into whatever grammar competency you're working with by having them include examples of that grammar competency in their article. Studying past tense? Have them write about the weather last week. Studying present tense? Tell them to write about what the weather is usually like. Studying Future Tense? Have them write about what the weather will be like at the end of the week. Wrap up the exercise by having them present their work as a PowerPoint slide show to the rest of the class so they can get some speaking practice in as well. When I find my students using the computer to draw pictures, or even play games I tell them that they can continue as long as they figure out a way to use English while doing so. If they can show me that they're describing the game in English or using English to play, or that they plan to take the picture they've drawn and copy it into a Word document and write a paragraph about it, I let them carry on, even though what they're doing might be a little "off-task" in relation to the other activities we're doing in class. In truth, it isn't "off-task" at all if one keeps in mind that the real task of the classroom is to learn English, even if I, in my role as teacher, haven't told them specifically how to do that at any given moment. Barry Bakin ESL Teacher Adviser, Division of Adult and Career Education, Los Angeles Unified School District ESL Beginning High Teacher, Pacoima Skills Center, DACE, LAUSD
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