e-Lective
is a program that is particularly useful for students with limited literacy
skills. These students face challenges in improving their reading. The students
need material that will keep them engaged and interested in their learning.
Problems arise when they are expected to engage with texts that have too much
vocabulary that surpasses their comprehension level. A text scaffolding software,
e-Lective, was designed by Jim Cummins to overcome this issue. This
software allows an instructor to import any reading text, which then allows students
clickable access to digitized speech readings of any phrase English and first
language dictionary support for individual words. It also offers a variety of
practice exercises that help to build students vocabulary as well as develop
their grammar and writing abilities.
I was drawn to this
technology because I am interested in becoming an ESL teacher. I think that it
would be very useful to my students because it seems to provide students with
different tools to assist them in their meaning making process. I would use
this program in my classroom especially
when I assign students readings that may prove to be challenging for them. I
know that they can explore the different options offered by the software to
help them make sense of their assignment.
There is another
scaffolding program called Text Adaptor that is being developed to aid ESL
teachers specifically. This program offers more features to aid students in
their meaning making process. It is currently being piloted with K-12 students.
I believe that text scaffolding programs can prove to be a very useful emerging
technology for adult learners.
The second technology
that I chose has been around for a while. The use of virtual environments is
being explored more as a teaching tool for second language learners. Multiuser
virtual environments allow interaction among individuals in digitally simulated
contexts. I will focus on Second Life
which is one of the most popular virtual sites. It brings together tens
of thousands of users daily who design avatars, build communities and interact
with the environment. The environments created in Second life provide a variety
of opportunities for second language learners to produce language. In Second
Life, English learners can work with native English speakers, collaborate to
create objects, role-play situations such as ordering at a restaurant, and participate
in scavenger hunts and guided tours. These Second Life experiences can be
shared in the classroom through presentations and essays or reports.
There is a movement to
use Second Life and other virtual environments to promote langue teaching and
learning (Cooke-Plagwitz, 2008; Stevens 2008). One study done by Sykes, Oskoz,
& Thorne (2008) found that virtual environments offer benefits for second
language learning. They allow students to practice the use of the language in a
low risk environment and the situated realism of the environment helps students
to make connections with the language that they are using.
I think that this
technology is one that I would definitely consider using in my classroom. I
think that it provides a creative way for students to engage with the language.
I particularly like that it allows students to practice the use of the language
in a low risk context. One way I would use this tool is to help me students to
respond appropriately in particular situations. I would ask my students to
create environments for a job interview and assign some students the role of
the interviewer and others that role of interviewee. The students will be given
the opportunity to use the language in an authentic experience.
e-Lective
Language Learning (n.d.) Retrieved from http://iteachilearn.org/cummins/elective.html
Jarmon, L., Traphagan, T., Mayrath, M., &
Trivedi, A. (2009). Virtual world teaching, experiential learning, and
assessment: An interdisciplinary communication course in Second Life. Computers
& Education, 53(1), 169-182.
Sykes,
J. M., Oskoz, A., & Thorne, S. L. (2008). Web 2.0, synthetic immersive
environments, and mobile resources for language education. CALICO Journal, 25(3),
528–546.
Warschauer,W.
& Ling Liaw, M. (2010). Emerging technologies
in adult literacy and language education. Retrieved from http://files.eric.ed.gov/fulltext/ED511970.pdf
Hi Esther,
ReplyDeletee-Lective sounds like a great program for struggling language learners. I would love to use it with my ESL students. This would be a great personal tutor for struggling students to use at home. However, here is a question for you. Are the practice exercises based on the text that the instructor loads or are the practices ones that are already there in the database? Thanks for sharing.
Kamala
Kamala, based on my understanding, it seems that the software comes with different support tools. When an educator inputs a text the student can access whatever support tools they need to help them understand the text. I believe that there are a variety of learning exercises at varying levels available on the program. I am not sure if the educator has the option to add their own practice exercises to the program.
ReplyDeleteEsther
Esther,
ReplyDeleteE-lective is a very useful program for foreign students who attend universities in the US. It could be even beneficiary for students who study certain topics in english like medicine or accounting. It is very useful for me.
Rosaleen
Esther
ReplyDeleteI am enthused with the notion of the e-elective software and suggested it to my colleague who teaches the Pro group. These learners suffer from various learning challenges and e-elective would offer greater opportunities for growth in their learning journey.Many of the learners struggle with reading difficulties and I see where being able to access the software would develop greater independence with the it's continued use.
Kamela