Supporting Authentic Language Learning with Web2 Tools
BLOG: (OER) Lenard Carter, USQ S3, 2017, SN: w0041640, Website Portfolio, https://lenpcarter.wixsite.com/digital-literacy The hyperlink may need to be copied and pasted into the URL address bar
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Background Information
This blog describes how authentic language learning (LL) can be supported by the use of digital media and Web2 tools in conjunction with CLT practices.
Introduction Web2 tools are accessible by almost everyone who has a smart phone, tablet, iPhone, iPad, laptop, desktop PC’s, etc. The most powerful experience is the user-friendly interfaces where interactive control is in the hands of the end-user. Web2 tools are creating a new pathway through cyberspace with free education via open-education resources. I use them all the time.
My Teaching Context
Community-based free adult education.
Groups of Asians via free TESOL lessons with the Nazarene Church and Theological College in Capalaba & Thornlands over the past 4 years and study tour groups in collaboration with the Korean Nazarene University.
They range in age from teenagers to mature parents.
The level of English ranges from beginner to advanced.
Demographics
First we provide 1 hour face-to-face, one-on-one/or two conversation classes with volunteers who are all native English speakers.
Topics are provided for practice if there were none made, as I have resources and lessons available.
After a short break, I take the beginners and another teacher takes intermediates to advanced. Some intermediates join us.
I use structured lessons; e.g. grammar points like prepositions or we have interactive reading activities, role-plays, etc.
I have a textbook I use called 'Side by Side' which works well with CLT and the audio-lingual approach for patterns of speech.
I also prepare other tasks and activities; e.g. matching pictures, memory games on the board and Tic Tac Toe for playing syntax games; e.g. tense and irregular verbs where they make up their own sentences before we discuss and correct them.
We write short stories about an emergency; e.g. parking tickets. Students can send their written work to me via email. I use MS Word with the projector and screen facing the students so I don’t turn my back on them.
I type their stories out as they stand up and read to the class.
Digital literacy comes into play for dictionary use and pronunciation also. The speaker function and IPA is useful, so I teach the IPA, syllables, linking words together and how tones with the spoken word create meaning.
We use a site called Randall’s ESL Cyber-Café for listening activities. There are many to choose from, usually kept in context but students do have some choice.
Other than that I keep in touch with students via Facebook; e.g. usual comments or private messaging.
We like using 'Wechat' through private messaging, the speech function, or via mobile telephone conversations; e.g. queries and discussions about shopping, travel/functions and events, sharing pictures/stories, or for English classes.
Sometimes I like to use 'Kahoot.it!' [formative assessment] e.g. employability skills. Students love it! Wifi is not supplied, we use our own.
I also like to use interesting quiz and other lessons built with PowerPoint.
Building on prior lessons
Most of the time teaching takes the form of topics and themes and I build on them twice a week until we move on to another topic.
Authentic learning practices
We always use authentic learning; e.g. conversation with native speakers, reading newspapers or the Australian citizenship book.
When evaluating Web2 tools, it is based on the appropriateness of the learning context and whether or not it will benefit the learners.
Also engagement and motivation factors make a difference; especially where students have the same interests, such as online games.
Typing games are useful; it makes students say the letters out loud/in their head, and spell words quickly.
In mixed classes, the intermediates are helpful because beginners learn a lot from them.
We use our mobile phones to call each other as part of real-life role modelling; e.g. calling to ask someone to buy something they forgot to put on the shopping list, and using real objects.
Role-play cards; to call and make a complaint, or enquire.
Pedagogy, androgogy and heutagogy
Andragogy is the usual mode of delivery, because students are not autonomous/independent. Although the atmosphere is kind and friendly, sometimes they show signs of performance anxiety.
Native English speaking primary school children from church join in sometimes, especially when we are having so much fun.
However, the adults don’t always like to play active games; like running to the board to write 4 and 5 letter words beginning with the last letter of the previous word, or pass the ball around the circle and say a noun related to transportation, then colours and nouns, etc. If someone is 'out!' they must stand up and either recite, sing, tell a joke, or perhaps a short interesting story. It's fun!
Prior to this we go through pictures on the Internet together with the projector/screen for background schemata and pronunciation.
So, what is this new paradigm shift?
It’s called the ‘flipped classroom’ model. It has been described as a “learning pattern” and the latest learning style of the 21st century. It is a constructivist student-centered approach that emphasizes the use of technology in teaching and learning processes (Mohamed, p.2, 2014). This learning context applies to pedagogy [primary], andragogy [secondary] and heutagogy [tertiary].
I have been experimenting with this model, but due to the informal attendance, it makes it difficult to structure things. It’s the same at TAFE, students usually do their work in the classroom. That is the challenge of ‘flipping classrooms’, making it interesting. Also the time factor in peoples lives needs balancing. So, making it a part of a rubric/assessment criteria, performance is justified.
Below an Infographic shows just how this works:
The elements inside the boxes are flexible in order to meet a CLT constructivist approach that is eclectic, integrative and blended. In addition, is self-directed autonomous learning that can also collaborate with face-to-face or and/or via blended learning. However, after some consideration and feedback on the study desk, I decided to go with a simpler version below.
Check out the Web2 the Powtoon presentation, Or copy and paste to url: https://www.powtoon.com/online-presentation/dM8F3kLvVl7/a-philosophy-of-learning-teaching-a-2nd-language/?mode=movie#/
Through experience, academic study and research, I believe that the above infographic leans towards communicative competence and innovation with digital literacies. Hence, I am making an intelligent assumption that the knowledge society is being transformed, as learning becomes more automated year on year with the use of Web2 tools/applications.
In summary
Web2 tools are making life easier for everyone, via the teacher/facilitator/life-coach via the ‘flipped class-room’ which continuously collaborates with LLs' peers and parents collectively. This is a shift towards collectivism and individualism where support is provided prior to autonomous lifelong learning. Thus, these tools will probably be the way of language learning in the future.
References
Abdullah, Z, Aris, B; Mohamed, H; Rahman, A, A; & Zaid, N, M. (2015). Flipped classroom: A new paradigm in secondary education. Research Gate, conference paper, 2014. Retrieved from https://www.researchgate.net/profile/Hasnah_Mohamed/publication/274701691_FLIPPED_CLASSROOM_A_NEW_PARADIGM_IN_SECONDARY_EDUCATION/links/552617d70cf295bf160ec9e3/FLIPPED-CLASSROOM-A-NEW-PARADIGM-IN-SECONDARY-EDUCATION.pdf on December 12, 2017.
Derewianka, B. (2015). The contribution of genre theory to literacy education in Australia. University of Woolongong, NSW, Australia.
The University of Southern Queensland. (2017). LIN8020: Digital literacies in practice. The University of Southern Queensland, Toowoomba, Queensland, 4350, Australia. Retrieved from, https://usqstudydesk.usq.edu.au/m2/course/view.php?id=12137 on December 12, 2017.
