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Transcript for ELL and FL Content ReportSlide One-Hi my name is Rachel Benhart and I will be presenting on Foreign Language and Second Language Instruction integration into classroom. Slide Two-A students is considered an English Language Learner when they are in a classroom with an English-speaking environment, English is the second or additional language for them.When the language being study is spoken mainly in other countries, it is referred to as foreign learning.The key differences are: Availability of the language input in the environmentOpportunities for using the language in meaningful situationsSlide Three-Teachers are challenged to teach content to students with limited English proficiency to meet academic standards.Typical grade-level content materials are above the reading proficiency of ELL students; technology develops academic language & background knowledge enough for them to participate in mainstream classes.Teachers need to deliver instruction across a wide range of proficiency levels. Preparing students for mainstream classes in English often require building background knowledge in the content area; easiest way to do this is to use students’ native language. Slide Four- Often FL teachers are non-native speakers of the languages they teach therefore, there is a need to find ways to expose students to both a range of native speakers of the FL, including varieties of the language not spoken by the teacher and to up-to-date examples of how the language is currently used.Technology-based projects can assist with the need to provide both means and a reason to contact native language speakers.Slide Five-It is a term for using computers in language testing, teaching, and learning, has made great strides in offering students new ways to enhance their speaking and listening skills.These tools include support for authentic oral language practice, virtual collaborations, virtual field trip immersion experiences, language subskills practice, presentations, text production, and productivity and lesson design support for teachers. Slide Six-New and inexpensive technologies help teachers connect FL students with native speakers in other countries. These technologies are designed to support language acquisition and vocabulary development. LeapFrog has learning games appropriate for language learners of various ages.Although these labs have long been a major part of ELL and FL instruction, they have changed from strictly audio to more multimedia experiences for students.Live radio broadcasts are offered on the internet that provide both news and drama from which teachers can create motivational activities to give the learner practice in oral and written language. Teachers can now create their own podcasts for listening instruction and practice, but an even more innovative use for podcasts is assessment.A variety of websites and portable devices are available to aid translation from one language to another.Slide Seven-Using email, blogs, wikis, online chats, and other communication technologies, students can work with students of other cultures to provide authentic writing and research experiences. These exchanges are called Blended Intercultural Telecollaborations. These can be divided into three categories:Information exchange tasks- students provide their long distance partners information about their personal biographies or aspects of their home parison and analysis tasks- Students and partners carry out comparisons or critical analyses of cultural products from each culture (e.g., books, films, newspaper articles).Collaborative tasks- Learners are required to work together to produce a joint product or conclusion. Slide Eight-Virtual field trips provide opportunities for students to go places that would be impossible for them to see otherwise.The most common virtual field trip format is a webquest-like format that has students visit websites, answer questions, and produce a product of some kind in the target language, such as a poster or brochure. Another kind of virtual field trip is when the teacher or a member of the class takes a field trip, video records it, and records running commentary to share with the class. The narrator strives to make sure that there is a good connection between what is being shown and what is being said. Slide Nine-Many websites provide intense practice in specific language skills and vocabulary sets.For FL teachers, websites allow students to practice speaking and writing the language.A value of these types of websites is that the exercises provide models of activities that can be used by teachers to create similar activities to correct common errors being made by the students or to incorporate vocabulary currently being studied in class. Slide Ten-“Visual media let students link spoken and written words to actions and images on the screen.” Castleberry and EversVisuals, in addition to supporting the concepts being presented, help students using them learn valuable skills in making effective presentations. Visuals also help reduce students’ stress and focus their presentations.In addition to the websites and programs available for creating goof oral presentations, digital cameras and scanners can also help create visuals to make presentations more understandable and interesting.Slide Eleven-In FL learning, students need experience in the process of reading and writing the new language. Most standard word processing programs offer support for producing and/or proofreading text I languages other than English. They also allow symbols to be inserted. Word processing programs support correct usage with grammar checks, correct spelling, and reminders to employ good style. A valuable process to the writing process is inviting student authors to read their writing aloud to a small group or developing an audio file to be posted online while structuring opportunities for questions and comments. These processes provide opportunities for oral English practice and listening practice while also giving authors some ideas for revisions.Slide Twelve-The Internet holds a wealth of resources to help ELL and FL teachers prepare for and carry out lessons.Some sites allow ELL teachers to network and share ideas and concerns.For FL teachers, a wealth of lesson and unit ideas can be found across the Internet on sites hosted by commercial and private groups and university programs. Slide Thirteen-Communications technologies not only connect learners with useful and motivational materials, they also connect learners with each other.These connections enable a more authentic environment and purpose for hearing and practicing languages.For ELL teachers, the overall challenge is to find ways of applying technologies that can help address the needs of many differing students for whom English may be a second or third language and who may not be literate in any language.For FL teachers, the challenge is finding time to use technologies in ways that might enrich the learning experiences while making sure students meet criteria called for by the state accountability measure. Slide Fourteen-Languages change over time, so the content on which FL teachers must keep current is as changeable as languages themselves.FL teachers must remain current on cultural content that they must impart to their students.Many teachers are ELL teachers by default; they must be language teachers as well as expert teachers of their content. This means that they must know enough about the content of language learning to help bridge the gap as well as enough about the cultural backgrounds of their students to understand challenges they may face.Slide Fifteen-The FL pedagogy must now include ways of giving students more authentic experiences with the languages and, when they have access to language labs, integrating the new lab capabilities. For ELL teachers, pedagogies focus on diagnosing where students are in their English skill development and finding ways to scaffold them from where they are to where they need to be. Slide Sixteen-Both ELL and FL teachers must become well acquainted with an array of new digital tools and materials.There are a handful of technologies for FL teachers to use such as multimedia language labs, devices, and software; presentation software tools; communications technologies, such as videoconferencing, blogs and wikis; and language-specific word processing programs. They must become familiar with both language-specific websites and more general ones that can support instructional strategies.ELL teachers need to be able to use websites, software, and handheld devices that can help students with limited English proficiency.Slide Seventeen-After reflecting on their Tech-PACK, teachers must seek out opportunities to help them move their self-identified Tech-PACK to the optimal zone.The optimal zone is the intersection of knowledge of all three components (content, pedagogy, and technology). Do I have the ELL and FL content knowledge I need to assist my students in meeting standards within my classroom?Do I have the technological knowledge needed to teach the ELL and FL content within my classroom?Do I have the pedagogical knowledge needed to teach the ELL and FL content within my classroom? ................
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