Friday, December 28, 2012

Applied Linguistics Handouts: Using Technology for ELT

Applied Linguistics           Dr. Dalia
Third Year                         3

Using Technology for ELT
More To be Said

Interaction within a Single Class:
  • Teacher - Student Interaction
  • Class Interaction
Teacher-student Interaction:
  • WHY???   -Large Classes  -Busy schedule  -Feasibility of meeting   -Shy Ss.
Types of T - S Interaction:  
  • Consultation
    • what is it?  a good, authentic channel for communication
    • what is being sent? everything Ss. want to say
  • Dialogue Journals
    • What is it? Ss. Send a weekly diary, T. responds
    • Why better than paper journals? more convenient & spontaneous - Ss. write more text - Ss. Ask more - Ss. Used more language functions
  • Writing Conference
    • writing as a process
    • Benefits: allows frequent exchanges - provides a record of all stages - leads Ss. to make more specific changes
Class Interaction
  • Why use it?  Minimize T.'s effort - Promote peer interaction
  • How to do it?  Create a web site for class - Establish a web ouNetn board
Types of Interaction
  • In-Class Discussion (written conversation)
    • Advantages: Encouraging shy Ss. To participate - Provides easy access to written material, so Ss. Learn better - Results m better outcome as Ss. plan a lot - Enhances written fluency
  • Out-of-Class Discussion:
    • How to carry it out: Discuss anything - Pot questions based on reading and respond to them - Exchange drafts of their writings - Chain stories - Collaborative mysteries.
    • Better opportunities for language practice and communication
    • Teacher's role in interaction:
      • Planner: plan and organize discussion - Relate it to other classroom activities
      • Monitor
      • Facilitator: Avoid direct correction of errors
  • Long-Distance Communication:
    • General Long-Distance Communication, e.g. keypals: Highly motivating - Should have a purpose.
  • Interclass Projects (Betw. Classes):
    • Five Stages: Planning - Contact - Investigation - Finale - Evaluation 
      • Planning a Project: Students's level - Schedule - Objectives - Teacher commitment and approach - Core project
      • Contact
      • Investigation: Culture (e.g. folktales) - Literature and film - Community (e.g., comparison of cities) - Academic research and writing - Simulation.
      • Finale
      • Evaluation: Portfolio - Self-assessment - Contracts - Per assessment - Teacher assessment.
    • Conclusion: Teachers should involve students in authentic and challenging communication.