Trends from Ohio TESOL: Technology and Speaking/Writing

November 7, 2008

Ohio TESOL had around 700 attendees this year, making it one of the most well attended state TESOL conferences nationwide. This is especially impressive at a time when a lot of districts are cutting back on funding for teachers to attend conferences. The conference was a great opportunity for me to talk to a lot of ESL teachers about the current state of ESL methodology. A few recurring themes emerged: the use of technology and teaching productive skills (speaking and writing).

Technology and Software for ESL Students
Many teachers reported that they are exploring what technology can do for them and for their students. They described experiments with Moodle and social networking sites. I also heard a lot of interest in commercial ESL software. By far the biggest buzz was on what’s available online rather than on CD-ROM. Some teachers have been trying out different projects and assignments online for a while now, but the majority were just starting to explore their options. As student access to the internet broadens and teacher familiarity with available software increases, I predict significantly higher use of technology in ESL.

Productive Skills
Whenever we talked about Reading/Writing or Listening/Speaking classes, teachers shared with me a renewed emphasis on speaking and writing–especially in academic contexts. As one teacher put it, “We don’t want to have listening courses with a little bit of speaking at the end. We’re focusing on developing students’ speaking skills at the same time as their listening skills.” I heard the same about Reading/Writing courses–a real move toward full integration of writing into reading. While I didn’t get enough confirmation to say this strongly, I believe that much of this comes from the realities in mainstream courses. Students need to be prepared to participate orally in class and are increasingly being asked to do more short writing assignments (often in online discussion boards). My prediction here is that more ESL teachers will begin to reexamine their curricula and pump up the writing and speaking components.

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Ohio TESOL: Fostering the “Community” Part of Online Community

November 3, 2008

Sorry to have been away for a full week. I was out travelling in Texas and Ohio, and I got behind in my blogging. I even missed a few days over at ESOL World News. It was an interesting experiment for me, and I think I can ensure that there is no interruption this week when I go to TexTESOL.

At Ohio TESOL, the trend was definitely the growing emphasis on technology in langauge learning. Many people presented on using various free resources in langauge classrooms, but the most interesting sessions for me were the ones that described the possibilities for online learning.

Dawn Bikowski easily had the most interesting session of the conference. She described parameters for helping students to move from just posting messages toward developing an actual online community.

One of the issues Bikowski brought up was that, for many people, text-based communication can be impersonal. What makes social networks and blogs work so well in creating a sense of community is that they make the communication personal again. People can upload photos and play games with each other. They can take personality quizes, post the results, and share them with friends.

Bikowski recommends that online communities should foster opportunities for students to express themselves as individuals. Participants should share information about themselves and what they do outside of class. Informal langauge should be encouraged in any situation that does not otherwise require formal langauge. When possible, sharing photos or other personal media will also be helpful.

All of these strategies will make the online community feel less like another set of assignments and more like an engaging space. This will result in learners being more motivated to participate and complete all of the activities that are set.
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