Egbert and Warschauer: Reflection #1

Key Points from Egbert (2005)

The focus of CALL is based upon the language learning and not the technology itself. “Put learning first” would be a CALL motto instead of educators just trying to be technologically savvy. The narratives and literature have recognized CALL’s benefits but its main features is that it “inspires positive attitudes toward technology in those who use it” (5). Later on, the author says, “teachers should not use the computer simply for its own sake” (11). So as teachers are designing a lesson, they must first think of the appropriate standards and then how CALL can support these.

The author stresses that each area can have its own content-specific language and structures that are important for learners to know. Language teachers and content-area teachers must know each other’s field to best meet their students’ needs. This also helps teachers not “water down” their teaching but instead adapt it to make the learning more accessible to language learners.

Reflection on Egbert (2005)

One of the general guidelines for language teaching was to allow learners to participate in the learning decisions. Just like teachers who appreciate the ability to design their courses, students would benefit from have a choice in their learning, which is where CALL can really shine. The students can use many different types of computer and Web 2.0 tools to accomplish different tasks.

I love how the article mentioned that educational technology needs to be effective and efficient to use in the classroom. I might not use it as often if that was the rule at my school! However, there are definitely lots of positives to technology. Students are often more engaged in their learning through technology. Collaboration is often much more effective through technology. However, it makes teachers reconsider some of their current technology uses as to whether we are just using a computer to say we are using a computer.

The tips for designing content-based language instruction are very similar to the idea of Sheltered Instruction (the SIOP model, read more about it here http://www.siopinstitute.net/about.html) Its main premise is that language learners should be accessing, acquiring, and producing language in content-specific topics, which will help their overall language abilities improve.

Warschauer Key Points (2010)

“English no longer belongs to the U.S., England, Australia”. A vast majority of English speakers speak it in EFL settings. Students need to be using English to discuss their own environments rather than just English-speaking environments (like Korean students discussing Korean government rather than just Great Britain) Students learn best when they carry out meaningful tasks in an environment that represents their own personal interests and how they will have to use the language in the future. CALL is no longer just drill and practice, but reading about and interacting in authentic language learning opportunities. Use CALL to have a “voice in the world”.

The students in computer-mediated learning classes are the most highly motivated. 200,000 new blogs are created everyday throughout the world. Personal topics are the most frequently blogged about. Computer-mediated communication bridges the gap between speaking and writing. Blogs help allow a “democratic society exist” by publishing ideas and providing a forum to discuss those ideas. (instead of just newspapers and town hall meetings). Blogs can be the baby steps between informal (like chatting) and formal tasks (like essays).  In second language acquisition, you learn what you notice. Using print in English will help students with this.

However, don’t let the overall media communication tasks (like recording, formatting a blog) take the focus away from the language learning. Language educators have the tools in our hands to help students acquire global literacy.

Warschauer Reflection

Warschauer reiterated some of the same ideas as the Egbert article in that the focus should be upon how we can use technology to learn, rather than just learning about technology. His discussion about blogs makes me want to open up this concept to my classroom. I normally had thought of blogs as a distance learning opportunity, but I think it would provide a different avenue for some students to share their thoughts in a less stressful manner. For instance, instead of just meeting in small groups to discuss a chapter, the students could post their thoughts for others to read and interact. I think his discussion about the authenticity of blogs is valid, especially so the students’ audience expands to other people than just the teacher.

I loved the idea of the Simple English Wikipedia and already thought about how this would provide a general knowledge tool that is more accessible for ELLs.