DODGE!

Dodge, B. (2008). Some thought about webquests. Website: http://webquest.sdsu.edu/about webquests.html.

This article is a short paper that introduces and defines webquest and talks about what needs to be implemented in the sites. There are two types of webquests: long and short.

From doing a webquest in class, I had a better picture of what it involves. I can definetly see it being done for other languages. Since websites do not have Yup’ik only sites, I see this being impossible to implement into Yugtun schools, unless they reach the higher grades.

Triadic scaffolds

Meskill, C. (2005). Triadic scaffolds: Tools for teaching English language learners with computers. Language Learning& Technology, 9. 46-59.

This article is about a study on teaching English to elementary second language learners, using the computer as the basis to teach the school language. The aim of the study is to examine the results of computer-supported language instruction, in particular to at risk English language learners using scaffolding and literacy learning through computers. Through the implementation of teaching English, the students were motivated, their attention was anchored to learning, and they were able to visually see and hear the meaning of what the teacher was talking about.

I was impressed with the teacher in the article. As I was reading this part of the article, I was picturing myself teaching my students in this context using the Powerpoint game I’ve made for this class. They’d be totally involved, especially since it’s electronic. Most of my students already interact with some form of media electronic in their homes. It’ll be an added boost to teach Yugtun in this context, and it seems to be a great way to focus on form that is fun for the students! It would be nice to see a video of this interaction between the students and the teacher.

Words as big...

McHenry, T. (2002). Words as big as the screen: Native American languages and the internet. Language Learning & Technology, 6. 102-115.

This article is about how most of the research of Native Americans is conducted by non-Natives in language studies, and emphasizes the need of Native Americans becoming the ones to do the research on the language of Native Americans. It ranges from language loss, language shift and language renewal. The article also pushes Native American Websites to be published. It would be a way for Native American languages to thrive with the technology modes, to promote their language authentically, and to move away from being stereotyped of being silent subjects. The article also examined a Native American language elementary school on how they designed their website in Lushootseed language which is located in the Puget Sound of Washington state.

When I read the article, it made me think about our school website on how its written Yup’ik, but has translations in English for non-Yup’ik speaking parents. This falls into the social factors of the community. Most of the parents in the school are non-literate in Yugtun. I was impressed on the elementary school of Tulalip on how the fourth grade students composed a website. I signed to the webpage, but it couldn’t find it. What would their webpage be?

The reality of Native Americans with Phd’s will become a reality for Alaska Natives, and thanks to the SLATE program. Having the Phd students to study languages of their own and to give some voice is what we need. Actually we’ll all become voices for our people.

Readings for Monday 7/21

Thorne, S. (2006). New Technologies and additional language learning. Calper, 7. 1-26.

This article discusses contexts and application of technologies in second language learning settings, which include the synchronous computer-mediated communication, internet-mediated intercultural second language education, and internet-supported communities. It also reviews new technology and trials it faces in language learning.

As a primary teacher of Yugtun second language learners, it is exciting and confusing on how I would implement technology for the learning enhancement for my students. It would be challenging especially since I am not computer literate, and the technology terms do not have translations in Yugtun. The world is becoming technical, and in schools we have to become part of the technical culture. In order to do this, as a new generation of Yup’ik’s we have to come into a consensus of inventing new words for this new culture. Young students are now literate in using the gaming system, and will benefit in their language learning.

I like the idea of implementing chat into the classroom. This way the students who are very quiet will voice their learning, and it will give me a chance to learn student weaknesses. It will also allow for negotiating and focusing on form.

McFarlane, S. (2008). The laptops are coming! The laptops are coming! Rethinking
Schools, 22. 22-26.

A teacher who contests laptop use in the classroom writes this journal. It discusses who has the power to access technology, and who gains and loses in the technology of learning. The teacher who wrote this article sees the disadvantages of learning through technology in second language learners.

This is exactly what I was thinking would cause for learning of language in the classroom. Teaching precisely with computers may impend the learning of a language, unless it is modeled where there is communication. I believe that students who come from a limited speaking families of a target language should receive spoken input before computers are implemented to their curriculum.

Garcia, A. (2008). Rethinking myspace. Rethinking schools, 22. 27-29.

This article is written on how a teacher uses Myspace with his students. In Myspace he posts assignments, answer student questions, and uses it to cross barriers in schooling. Through this, the author connected to students outside of school.

I do not see how Myspace can be used for learning. Yes, it’s good the teacher keeps in contact with his students, but what is really the educational purpose of using Myspace? It is banned in our school district, but many students have computers at home, and they spend a lot of time on the website. I’ve viewed my sons spaces, and I didn’t see real communication. Maybe if they had a purpose, they’d type more.

What are you taking away from week 1?

The main thing is that technology is an exciting way to have the learners become engaged in content. When planning a curriculum, you have to consider the needs of the content, stakeholders, and teachers have to be flexible. You have to consider what will work, the culture.

What questions have been emerging for you?

How will I implement technology into my classroom for my second language Yugtun learners?
There is only one student computer in the classroom, and I am not so knowledgable in technologies. I can picture using the power point to teach to engage communication.

Erben & Sarieva ch. 2-3

Sarieva, I., & Zoran, A. (2007). Guiding principles: second language acquisition, instructional technology, and the constructivist framework. In Erben, T., & Sarieva, I (Eds.). Calling all foreign language teachers: computer-assisted language learning in the classroom (pp. 7-12). Larchmont, NY: Eye On Education.

This chapter mainly emphasizes how technology instruction entails the five C’s: communication, cultures, connections, comparisons, and communities. Through communication it gives the learners a rich language environment. Through the internet the learning of another culture is more meaningful and promotes for connection with the aim of the content. Learners can make comparisons by interacting with peers, and have a sense of belonging in their tech community.

I am excited to learn how I can implement technology into the classroom, but I have questions how I can go about teaching my first grade students to become computer literate. Currently there is one student laptop computer in the classroom. I am looking forward to the other building so that I’ll have access to a greater amount of student computers.

Erben, T., Ban, R., Jin, L., Summers, R. & Eisenhower, K (2007). Using technology for foreign language instruction: creative innovations, research, and applications. In Erben, T., & Sarieva, I (Eds.). Calling all foreign language teachers: computer-assisted language learning in the classroom. (pp. 13-28). Larchmont, NY: Eye On Education.

Chapter three covers how and when technology can be a teaching tool in classrooms. They range from authentic materials, cooperative learning, student centered learning, learner self-sufficiency and motivation. Technology becomes authentic when communication takes place with a target culture. There is cooperative learning through networking. Technology is student-centered where the learners are more active into their own learning, and allows for self-sufficiency where the student learns to take risks. This chapter also gives precautions of using technology in class.

As I think about my students, it seems difficult to begin using technology for teaching reading and writing. But I can picture my students doing a blog, and will give them motivation to write and read, and possibly will give them critical thinkers, and become aware of their writing errors.

Richards 8&9

Richards, J. (2001). Curriculum development in language teaching. The role and
design of instructional materials (pp. 251-285). New York: Cambridge
University Press.

This chapter covers the role, design, and use of teaching materials in language
instruction ranging from text books, authentic materials, teacher made materials,
various print materials, as well as electronic teaching resources. The chapter
defines the strengths and weaknesses of each design, and also lists what makes a
good material. This chapter explains in detail of authentic verses created
materials, textbooks, how to evaluate textbooks and their adaptations, preparation
of materials, management of writing materials, and what it takes to monitor the
use of materials.

The authentic materials reminded me of the class that we took last semester.
As I was reading through this section, it made me think about how meaningful
it would be for my students. I liked the ideas of teaching these types of materials
where it would bring about motivation. The only authentic material that I used
was using the student made books (language experience) to teach reading. The
students enjoy reading books that they’ve written on their own.

As I read through the textbook part of the chapter, it made me think about how
how many times the school has changed their textbooks in math. They must
evaluate each text book and change basing it on the needs of the students, their
relevance, quality, and now the GRE tests. I remember when I was in highschool
the text books were McGuinn, as I attended college, they changed to Math Their
Way, and when I completed college, they changed to Saxon Math, and today its
Harcourt.

Richards, J. (2001). Curriculum development in language teaching. Approaches to
evaluation (pp. 286-309). New York: Cambridge University Press.

Once a curriculum is implemented, it has to be evaluated. This chapter covers
the evaluation process of the curriculum on whether the goal had been met, if its
working/what is not, and the problems it faces (Formative). It also covers where
its being implemented, how its implemented, and the reaction of the stakeholders
(Illuminative). Evaluations also seeks to find whether the planners did a
satisfactory job at the end of teaching the curriculum. This involves looking into
the workability of the tests, teaching methods, and the overall the effectiveness of
the program (Summative).

The evaluation of the curriculum is certainly an important process that needs
to be taken, especially since the creation of the curriculum takes time, money,
usefulness for the academic growth of the students, and the relevancy of the
language program. A curriculum that doesn’t meet the needs of all
stakeholders, is not effective. It places extra work for the teachers to
produce extra material, and ends up being a waste of money spend on the
curriculum.

In Ayaprun Elitnaurvik, I often find myself making up extra materials for the
students. Some of the curriculum is written for Yugtun first language teachers,
and the assessments are not compatible to their language proficiency. Before
the curriculum was published into many copies, they should have pilot tested
to see if teachers needed to add extra materials, revise the assessments, and
give training on how teachers can use the curriculum.

Richards Chapter 6

Richards, J. (2001). Curriculum development in language teaching. Planning
goals and learning outcomes (pp. 145-197). New York: Cambridge University Press.

This chapter mainly goes over various processes that are entailed in planning and developing a language program of course development. It is based on the aims and objectives of instructional materials. These include the rationale, entry and exit levels, course content, sequence, syllabus and instructional blocks, and the preparation of the scope and sequence. They make not happen in order, and may require revision each time a course is taught.

I didn’t know that there are so many names for syllabus, and the procedures it takes to write one. I haven’t been part of a curriculum planning, and it gives me an insight of what Rachael must do in the district office. I also have a better understanding of the course content. The Yugtun Upingaurluta material implemented by the district office is not systematical to the immersion program from my understanding of the course content. The thematic units language proficiency levels seem to higher for the immersion students.

I believe the LKSD school district has a lexical syllabus. There are lists of sight words that the students have to read, know, and they increase as the student progress through the grades. There is one for math, reading, and writing. LKSD ladies, correct me if I’m wrong.

Richards Chapter 5

Richards, J. (2001). Curriculum development in language teaching. Planning
goals and learning outcomes (pp. 112-144). New York: Cambridge University Press.

This chapter covers varies theories and debates about planning goals and
outcomes in educational curriculum literature. It states that that the goals,
aims, and objectives of a curriculum are what the educational planners
believe are essential for learner development. The chapter lists some
issues that range from academic rationalism, social and economic efficiency, learner-centeredness, social reconstructionism, and cultural pluralism.

From reading this section of the chapter, I have a clearer understanding of writing objectives. I agree with the criticism that objectives should included meaningful and worthwhile learning experiences. From taking the SIOP class last semester, I’ve learned that having language outcomes and nonlanguage outcomes are worthwhile to include in the objectives. Having these will help the teacher and the student from swaying away from the content objective, and it helps for the student to concentrate on the goal of the lesson.

After reading the chapter, it gave me an insight of what curriculum planning involve, and that it is complicated. There are so many issues to think about when planning a curriculum. It is not only what you want your students to learn. It involves the background of where your students are coming from, politics, government, standards, student engagement, and so many to list.

Test

Hi! This is my first time doing a blog. I'm in Fairbanks for the next four weeks. Currently it's raining outside. I miss my family back in Bethel!