While looking up journal articles that might support my research proposal, I came across a paper that looked at evaluated the use of the World Wide Web in assisting second language teachers.
In the article, Carpenter-Binkley and Hall (2003) construct a model for integrating a physical and Internet classroom to prove, despite the concerns among educators that the use of the Web would distract second language learners, it is possible to capitalize on the resources provided by the Web and create authentic situations in which that second language is used. In addition, they argue that the Internet provides students with the ability to create community and thus collaborate outside of the classroom (2003), creating a positive learning environment.
Carpenter-Binkley and Hall’s model includes a few key requirements for success. First, the teacher must make sure the student understands their role in using the internet, as well as create a context for why the internet is being used (for example, students may be told that they are travel agents that must put together an itinerary for a vacation in America) (2003). Their model also emphasizes the need for a sequential process for developing skills and tasks online, so that the student doesn’t feel overwhelmed and lost in all of the information offered on the Internet. Finally, it is important to provide a place online for students to reflect and communicate with each other about the language assignment (2003).
While Carpenter-Binkley and Hall are looking at French-as-a-second-language students, I feel like this can also be applied to the English-as-a-second-language students. Allowing students to explore the applications of English online and communicate with each other in English through online forums could allow further educational growth. As Hyland explains in his article, many of the learning problems L2 learners experience stem from cultural differences (2003). The Internet is multicultural mode of research and communication, and if harnessed correctly by the educator, it could be a tool that helps teachers reconcile the differences in culture and learning preferences.
An online discussion board that allows L2 students to communicate with each other may provide a safer place to ask peers questions and practice written English, without the obstacle of accents or judgment. A conflict arises between Carpenter-Binkley and Hall and Hyland where peer criticism is concerned. Hyland acknowledges “peer response has been criticized as culturally inappropriate for learners from collectivist cultures” (2003, p. 42). If this is the case, in order for the online community to be successful when applied to ESL students the forum would need to be free of personal criticism, and focused on group discussion and problem solving. The use of the Internet by L2 students might also help provide resources for finding writing topics that are cross cultural - - bridging the gap between satisfying course writing requirements and writing about a topic the L2 student understands.
Carpenter-Binkley, S., and Hall, J. E. (2003). Sound pedagogical practice on the Web. The French Review, 76(3), 564-579.
Hyland, K. (2003). Second language writers. In Second Language Writing
(31-53). Cambridge: Cambridge University Press.
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Hi Jen--
ReplyDeleteI hope you don't mind, but Kevin sent links to your course blogs to a number of his colleagues. I've been reading the first couple of posts with a lot of interest.
A couple of things occur to me. First, are you thinking about *dedicated* (or "sheltered") L2 courses or are you thinking about mixed-language-background classes that might include both "L1" and "L2" English students? I'm most familiar with the latter, based on some research I've done and some pilot courses I've taught at the first-year writing level. My experience has been that many L2 students are at least as adept at using Internet-based communication media as their L1 peers. Visa-holding international students may come from countries in which Internet use is higher than it is in the US. These same countries may also have higher instances of texting--a writing activity that's difficult to define, to be sure. And resident/immigrant L2 students may have acquired significant English lexis and syntax from online media. L1 students of mine have reported more than once that they appreciated skills of their L2 peers that they hadn't imputed to them before chat sessions, discussion board convos, etc.
I also appreciate that you come into the semester with a grounding in literature that addresses *why* Internet applications might be used in a classroom--rather than assuming it will be. It's not as easy or transparent as "using" the web, for instance, as a clearinghouse for course readings or as a place for students to dump assignments. The web has specific constraints and affordances.
I'll read with interest this semester--good luck!
jay jordan
university of utah