multimedia in the esol curriculum (conference)

Multimedia in the ESOL Curriculum

Lisa A. Rutherford

Rustaq College of Education

April 24, 2008

Table of Contents

• What is Multimedia?• Core ESOL English Curriculum• Content-Based ESOL Curriculum• Conclusion• References• Suggested Websites

Lisa

What is Multimedia ?

“Multimedia education combines text, graphics, video, animation, and sound to represent and convey information.”

(International Society of Technology and Education, 2002, pg. 36).

Benefits of Multimedia in ESOL Curriculum

• The integration of technology into the ESOL curriculum improves students’ English language acquisition skills in general testing. (Cobb, n.d.)

• Multimedia education improves overall student performance measures in motivation, self-directed learning, retention and testing. (MacDonald, 1997) (Cobb, n.d.)

What is Multimedia?• Audio-Visual

• CD• DVD• VHS• Cassette tapes

• Computer Assisted Learning• 1-computer, 5–computer or 30-computer

classroom, Laptop Classroom• Application software• Online programs

Educational Technology in the Classroom

• One Computer classroom• Retrieve information, download news, books, articles,

statistics and formulas for the whole class to use

• Five Computer classroom• Collaborative research projects

• Thirty computer classroom• More extensive projects, write essays, write e-mails, do

website development, student newsletters, research papers, write PowerPoint presentations, produce Moviemaker videos

• Laptop Port Classroom

Computerized Classroom• Teacher’s computer for overhead

projection of lessons and online materials.

1-Computer Classroom

• Used as a research station for all students to access.


• Used as a work station for students to access in study groups.


• The class is divided into groups of 5 students.

• For example, when Group 1 is called, they may go to the Computer Corner and do research on a given topic.

• The rest of the class remains seated and continues to read their assignment.

30-Computer Classroom• For computer skills, research, projects

LAPTOP Workstation Classroom• Up to 50 computers: computer skills,

research,


• Students learn software applications• Word processing, spreadsheets, presentations,

graphics

• Students may do online research• Students may write research papers and

make presentations• Students may make more extensive projects

like MovieMaker documentaries

Core ESOL English Curriculum

The Basics for Beginners

ESOL Curriculum• Core ESOL English Curriculum

• Curriculum for ESOL students with low proficiency levels

• Speaking, reading, writing, listening, and grammar.

• Content-Based ESOL Curriculum• Curriculum for ESOL students with higher

proficiency levels• Subject-matter in science, math, English and

social studies.

The U.S. requires a core English curriculum and a content-basedESOL curriculum, depending on student literacy and fluency levels.


• Core ESOL English Curriculum• Curriculum for ESOL students with lower

proficiency levels• Speaking, reading, writing, listening, and

grammar.

ESOL requires the “application of essential strategies for developing and integrating the four language skills of listening comprehension, oral communication, reading and writing.” (Florida Sunshine State ESOL Standard 11)

Core ESOL English Curriculum• Speaking and Listening Skills

• Multimedia labs are beneficial to ESOL students’ listening & speaking skills

• Software, CD’s and DVD’s for listening comprehension and pronunciation practice.

• Online instruction is available• IELTS Online, ESL Pod, English Language

Listening Lab, Randall’s English Listening Lab

Computer-assisted pronunciation software applications dramatically improve foreign language pronunciation. (Hew & Ohki, 2004).

Audacity Software

Voice RecognitionArabic Read and Write

Online ListeningRandall’s English Listening Lab

ELLLO Listening Lab Online

Core ESOL English CurriculumReading Skills

• Computer-assisted reading programs• Riverdeep• Accelerated Reader• TextHelp Read and Write

• Online reading programs• Reading is Fundamental website• Gutenberg Project website

Reading materials are usually more visually attractive, more user friendly through hyperlinks, and more interesting because the reading programs are more interactive than books. (Shiratuddin, 2001)

Online LiteracyStarfall

Online Sign Language LiteracyStarfall

Literacy Software Text Help Read &Write

• Text to Speech • Word Prediction • Phonetic Spell Checker • Speech Maker• Voice Recognition• Automated Read Aloud

Letter Recognition

Letter RecognitionRead and Write Arabic

Online Literacy Starfall

Online LiteracyStarfall

Starfall Reading Online• Little Red Hen

Reading OnlineReading is Fundamental Website

International Children’s Library• Dr. Abu Bakr al Razi (Egypt Arabic)

International Children’s Library

• The 25th Hour (Mongolia)


• Sincerity of a White Dove (Japanese)


• Books from Malaysia


• Writing Skills• Word processing utilities and editing

software• Grammatik and spell check• Dictionary, thesaurus, translation utilities

• International ESOL e-mail exchange programs

Students enjoy practicing writing skills in multimedia labs because they can work at their own pace, correct their errors immediately and they are able to “assume a much higher degree of control over their own learning than in most traditional writing classes.” (Johnson & Brine, 1999, p. 261).

Typing Software• Keys Software

Typing SoftwareRapid Typing

Typing SoftwareTyping Master Pro

Core ESOL English Curriculum• Grammar Skills & Online grammar programs

• English Exercises Online, IELTS Online, English Club, English Aquarium

• Lessons on parts of speech, verb conjugation, vocabulary and business English

• Varying difficulty levels• Test preparation in TOEIC, TOEFL, GMAT,

SAT, GRE, MCAT

Students found online grammar quizzes more interesting and less difficult. This is because they choose their activities, adjust difficulty levels, and answers are automatically provided. (Rajarentnam 2004, p.4).

Hot Potatoes Software


• Vocabulary expansion and dictionary use

• Word processing translation utilities• Hand-held electronic dictionaries• Bilingual dictionary pens• Translation software such as Systran• Online translation at AltaVista BabelFish

ESOL students who use computerized dictionaries can access words faster and retain vocabulary words at a higher rate than students who use traditional dictionaries. (Loucky, 2003).

Bilingual Dictionary SoftwareVerbAce 7.0

Global Translator Software

Mobile Dictionary

Content-Based ESOL Curriculum

A Shift to Academic Literacy across the Curriculum


• Content-Based ESOL Curriculum• Curriculum for ESOL students with

higher proficiency levels• Subject-matter in science, math, English

and social studies.

Educators are required to employ appropriate instructional materials, mediaand technology for ESOL in the content areas at the elementary,middle and high school levels. (Florida Sunshine State ESOL Standard 12).


• A shift from English literacy in core English to academic literacy in science, math, social sciences and history.

• Content-based ESOL results in improved academic performance

• Purposeful learning in subject matter areas• Learning which is applicable to the student

A content-based ESOL curriculum results in higher learning and retention ratesin vocabulary and general reading. (MacDonald, 1997).


• Multimedia Learning across a Content-Based ESOL Curriculum

• Independent Activities-Based Learning• Collaborative Projects• International Projects

“Educators must evaluate, adapt and employ appropriate instructional materials,media, and technology for ESOL in the content areas at the elementary, middle

and high school levels.” (Florida Sunshine State ESOL Standard 17)

Content-Based ESOL Curriculum• Independent Activities-Based Learning

• Web-based lessons, online research, webquests, online scrapbooking, cyberguides

• When researching a given topic, students should be encouraged to use sources from the disciplines of mathematics, science, social sciences and English

• Summaries, research papers, posters

Independent activities-based learning can also facilitate analytical and problemsolving skills which can be evidenced in the production of a presentation or a research paper.

Content-Based ESOL Curriculum• Collaborative Projects

• Multimedia presentations, creating a website, making an online searchable library, writing a classroom newsletter, conduct a social action project.

• Collaborative multiculturalism project on each student’s native country, language and culture; student are formed into teams by language groups.

• Social service projects - Welcome packet & compilation of resources for newcomer students.

Social action projects can be used to instruct students to aid in the development of others.

Bangkok Post for ESL Online

News Online National Geographic for Kids


• International Projects• Intercultural awareness programs through

e-mail exchanges.• Past international projects have been

shown to improve English reading, writing and cultural awareness.

A Fulbright U.S.-Brazil intercultural project which sought to “improve English skills to broaden cross-cultural understanding and sharpen technological abilities” was found to improve English performance in reading and writing skills. (Shulman, 2001, p.2, 5).

Conclusion

• Multimedia ESOL learning improves student motivation and achievement.

• Multimedia ESOL instruction accelerates student learning, especially in English proficiency and literacy.

• ESOL students make gains because they have the freedom to learn with flexibility.

THE END

References• Belisle, Ron. (1996). E-Mail Activities in the ESL Writing Class. The

Internet TESL Journal, II(12). Retrieved September 7, 2007, from http://iteslj.org/Articles/Belisle-Email.html

• Cobb, Kimberly Johnson. (Unpublished, No date) Facilitating Second Language Acquisition through Computer Assisted Language Learning. Retrieved 9/14/2007 from

http://chiron.valdosta.edu/are/Artmanscrpt/vol1no1/cobb_am.pdf#search='Computer%20Assisted%20Learning%20ESOL

• Carroll, Jeri A. & Witherspoon, Tonya L. (2002). Linking Technology and Curriculum, Integrating the ISTE NETS Standards into Teaching and Learning. New Jersey: Merrill Prentice Hall.

• Dyer, R.R. Reed, P.A. & Berry, R.Q. (2006). Investigating the Relationship between High School Technology Education and Test Scores for Algebra 1 and Geometry. Journal of Technology Education, Vol. 17(2). Retrieved September 12, 2007 from http://scholar.lib.vt.edu/ejournals/JTE/v17n2/dyer.html

References• Fandrych, Ingrid. (2001). Word Processors' Grammar and Spelling

Assistance: Consequences for Second Language Learning and Teaching. The Internet TESL Journal, VII(6). Retrieved September 7, 2007 from http://iteslj.org/Articles/Fandrych-WordPro.html

• Florida Department of Education. (2007). Florida Consent Decree. Retrieved 9/13/2007 from http://www.firn.edu/doe/omsle/lulac.htm

• Florida Department of Education. (2007). Performance Standards for Teachers of English to Speakers of Other Languages. Office of Academic Achievement through Language Acquisition. Retrieved 9/13/2007 from http://www.firn.edu/doe/omsle/perstand.htm

• Hew, Soon-Hin and Ohki, Mitsuru. (2004). Effect of Animated Graphic Annotations and Immediate Visual Feedback in Aiding Japanese Pronunciation Learning: A Comparative Study. The Computer Assisted Language Instruction Consortium (CALICO) Journal, 21(2). Retrieved September 7, 2007 from https://www.calico.org/memberBrowse.php?action=article&id=278

References• Ho, Caroline Mei Lin. (2000). Developing Intercultural Awareness and

Writing Skills through E-Mail Exchange. The Internet TESL Journal, 6(12). Retrieved September 7, 2007 from http://iteslj.org/Articles/Ho-Email.html

• International Society for Technology in Education. (2002). National Educational Technology Standards for Teachers: Connecting the Curriculum and Technology. Oregon: International Society for Technology.

• Johnson, E. Marcia and Brine, John W. (1999). Design and Development of CALL Courses in Japan. The Computer Assisted Language Instruction Consortium (CALICO) Journal, 17(2). Retrieved September 7, 2007 from https://www.calico.org/memberBrowse.php?action=article&id=508

• Karagiannidis, Charalampos. (2001). Integrating Adaptive Educational Content into Different Courses and Curricula. Journal of Educational Technology and Society, 4(3). Retrieved September 5, 2007 from http://www.ifets.info/journals/4_3/karagiannidis.pdf

References• Lee, Kuang-wu. (2000). Energizing the ESL/EFL Classroom through Internet

Activities. The Internet TESL Journal, VI(4). Retrieved September 10, 2007 from

http://iteslj.org/Articles/Lee-InternetActivities.html

• Liou, Hsien-Chin. (1993). Investigation of Using Text-Critiquing Programs in a Process-Oriented Writing Class. The Computer Assisted Language Instruction Consortium (CALICO) Journal, 10(4). Retrieved September 7, 2007 from https://www.calico.org/html/article_555.pdf

• Loucky, John Paul. (2003). Using Computerized Bilingual Dictionaries to Help Maximize English Vocabulary Learning at Japanese Colleges. The Computer Assisted Language Instruction Consortium (CALICO) Journal, 21(1). Retrieved September 7, 2007 from https://www.calico.org/memberBrowse.php?action=article&id=284

• McDonald, Barbara. National Center for Adult Learning and Literacy. (1997). The Impact of Content-Based Instruction: Three Studies. Focus on Basics: Connecting Research and Practice. NCSALL Journal, Volume 1, Issue D, December 1997. Retrieved 9/77/2007 from http://www.ncsall.net/index.php?id=429

References• Rajaretnam, Thevy. (2004). Using Online Grammar Quizzes for

Language Learning. The Internet TESL Journal, X(8). Retrieved September 9, 2007 from http://iteslj.org/Articles/Rajaretnam-OnlineQuizzes.html

• Rollinghoff, Andraes. (1993). Implementing Word Learning Strategies into an Interactive Learning Environment. The Computer Assisted Language Instruction Consortium (CALICO) Journal, 11(2). Retrieved September 7, 2007 from https://www.calico.org/i-83-Vol%2011,%20No.%202%20(Winter%201993).html

• Shiratuddin, Norshuhada. (2001). Internet Instructional Method: Effects on Students' Performance. Journal of Educational Technology and Society, 4(3). Retrieved on September 10, 2007 from http://www.ifets.info/journals/4_3/shiratuddin.pdf

• Shulman, Myra. (2001). Developing Global Connections through Computer-Mediated Communication. The Internet TESL Journal, VII(6). Retrieved on September 10, 2007 from http://iteslj.org/Articles/Shulman-CMC.html

References• Sticht, Thomas. National Center for Adult Learning and Literacy.

(1997). The Theory Behind Content-Based Instruction. Focus on Basics: Connecting Research and Practice. NCSALL Journal, Volume 1, Issue D, December 1997. Retrieved 9/17/2007 from http://www.ncsall.net/?id=433

• Zhao, Yong. (1996). Language Learning on the World Wide Web: Toward a Framework of Network Based CALL. The Computer Assisted Language Instruction Consortium (CALICO) Journal, 14(1). Retrieved September 7, 2007 from https://www.calico.org/memberBrowse.php?action=article&id=284

• 20 U.S.C. 70 Section 6912. (2007). No Child Left Behind Act. Retrieved 9/13/2007, from

http://www.law.cornell.edu/uscode/search/display.html?terms=6912&url=/uscode/html/uscode20/usc_sec_20_00006912----000-.html

Recommended WebsitesREADING EDUCATIONAccelerated ReaderRiverdeepESL ONLINEGo 4 English

English Language Listening Lab

Randall's ESL LabWeb English TeacherESL PodEnglish Exercises OnlineA4ESLGrammar Aquarium

http://renlearn.comhttp://web.riverdeep.ne

http://www.go4english.comhttp://www.elllo.orghttp://www.esl-lab.comhttp://www.webenglishteacher.com.esl.htmhttp://www.eslpod.comhttp://www.smic.be/smic5022/http://a4esl.org/http://perso.wanadoo.es/autoenglish/freeexercises.htm

Recommended WebsitesCHILDREN'S EDUCATIONAL WEBSITESStarfallABC TeachTeaching HeartReading is Fundamental (RIF)Apple 4 the TeacherPublic Broadcasting SystemDiscovery SchoolsBBC Education OnlineNorthumberland SchoolsKid PortMagicKeys

http://www.starfall.comhttp://www.abcteach.com/http://www.teachingheart.nethttp://www.rif.orghttp://apple4theteacher.comhttp://www.pbskids.orghttp://www.school.discovery.comhttp://www.bbc.co.uk/schoolshttp://ngfl.northumberland.gov.ukhttp://www.kidport.com

Recommended WebsitesONLINE TRANSLATIONGoogle Language Resources

InterlinkAlta Vista BabelfishSystran Software

ONLINE BOOKS Internet Public LibraryProject Gutenberg

COLLEGE TEST PREPARATIONEducational Testing Service (ETS)Test Prep (TOEFL, TOEIC)

http://www.google.com.om/language_tools?http://eslus.comhttp://www.babelfish.altavista.comhttp://www.systransoft.com

http://www.ipl.org/div/bookshttp://www.gutenberg.org/catalog

http://www.ets.orghttp://www.english-test.net/

The End

multimedia in the esol curriculum (conference)

Documents

international childrens library

action article

higher proficiency levels

internet tesl journal

based esol curriculum

english exercises online

retrieved 9 13 2007 fromhttp

collaborative projects