Spellingcity.com: Website Evaluation #2

Software/Website Title: Vocabulary and Spelling City  

Website URL: www.spellingcity.com

Grade/Age Level: Primarily geared for elementary students, however it would be useful for adolescent and adult learners who are at the beginning/lower intermediate level due to its spelling, vocabulary, and pronunciation functions

Language & Content:

A fellow teacher recommended this website to me a few years ago and I absolutely love it. The main purpose of the website is to provide extended, contextual spelling practice for students wherever they have access to the internet.

The beauty of http://www.spellingcity.com/ is that it strays away from the “old way” that many of us are familiar with learning spelling: an isolated list. Most second language research references how pulling spelling and vocabulary words of their context provides little to no benefit to the students. An isolated list often causes the students to be incapable of using the words correctly later in their writing, which is the whole point of learning spelling in the first place.

Although students and families can search and/or create their own lists, the main functionality of spellingcity.com is the extension of classroom instruction. As a teacher, I can load my lists, which are usually literature-based, for the week or entire year. The students can then search for the teacher’s name and then pick the corresponding list.

Here comes the good part:

·         Teach Me

o    Once the students find the correct list (or create one), they can click the “teach me” button and see and hear the correct spelling of the word AND listen to a contextual sentence that demonstrates the meaning of the word (especially helpful for homophones and homonyms). For ESL students, a spelling list is usually an opportunity for learning new vocabulary. If teachers don’t present a way for students to learn the meaning of their spelling words, then we might as well give them nonsense words to learn. The software that pronounces the word and the contextual sentence is excellent. It does not sound robotic at all and is very “human-like”.

·         Play a Game

o    Once students learn the pronunciations and understand how the words are used, then they can play some games to practice. HangMouse is my personal favorite J but there are many other games that provide practice in different ways. Students can focus on just the spelling of the word, match the oral pronunciation, use the meaning correctly etc.

The website does provide a few explanations and a parent welcome letter that serve as guides, but I seldom see students using them. The website is very easy to start using and so the students usually just learn as they go. I do a short, visual demonstration for the students who haven’t used the website before. The website is very entertaining for the students because of the interactive features of the games.

          There a few reasons why this website helps my students reach their language goals. One, the students are required to learn grade-appropriate spelling patterns to be able to use in their writing. Spellingcity.com changes spelling from the boring subject that I remember to one that is actually enjoyable. Obviously this helps the students be motivated to practice at home. Since all of my students are language learners, many of them don’t have parents who are proficient enough in English to pronounce the words correctly for their children to practice or be able to explain their meanings. This is where the website is invaluable.

All of the interactive games provide immediate feedback when a student incorrectly spells or uses the words. There is also a “test me” feature that students can use at home to ensure they know all of the words. All of the features are easily accessible and understood by even my youngest of learners.

As you can see from my glowing remarks, there are many strengths to this website. However, since the website is starting to grow in popularity (the website says 5% of all American students use it), paid advertisements are starting to become more prevalent. Some of them are not appropriate for young learners. For instance, today I saw an ad of a teenage girl in a night shirt and her underwear. The website does have a function where you can report these inappropriate ads, but that isn’t too helpful if you are teaching hormone crazed 5^th graders. The best features of the website still remain free, but the website now offers many activities and features that require a paid membership. The “teach me” function could be more visually appealing, but this is one of the few drawbacks to the website.

Week 5 Reflection

Johns (1991)

I wasn’t surprised that the most popular university class in the article was remedial grammar, which is using the language form approach. Most students associate their English problems with not having mastered grammar and usually this is where my very dedicated learners want to focus their learning. The university takes a refreshing approach to their English teaching because most EAP courses (English for Academic Purposes) teach a much broader view of grammar that is used in academic settings. I think the specialization of the course content, by using the placement test, is obviously very helpful to the students (they learn what they specifically need) but also is very helpful to the teacher. The teacher has a much more narrow set of subtopics to cover, rather than a huge, overarching subject. I can feel overwhelmed when teaching a newcomer because I think of all the areas we have to cover. However, once the student has been in school for a while and been exposed to the language, I am able to find the language “gaps” much easier and cover those more thoroughly since I have a smaller choice of topics.

I connected with the teacher who made the statement about a grammar question, “I’m not sure: let’s find out together”. Even as a native English speaking teacher, I sometimes don’t know the answer to an English question asked by a student (even though mine are elementary students!). I enjoy starting the conversation about how all of us are learners.

The last main thought that jumped out from the article was that grammar learning should be based on authentic use. Too many students are learning about grammar rather than learning how to use it. I usually try to get my students to know how to do something first, i.e writing a complete sentence (whole) and then we break it down into its parts, like the various parts of speech.

Richard and Rogers

Richards and Rogers (2001) refer to the lexical approach and how vocabulary is the foundation for second language learning, rather than grammar or other linguistic functions. The lexical approach seems to support the need for more communicative learning. An example from classroom seems to support this as well. Last year, one of my 5^th grade students from Japan was a grammar aficionado. Our curriculum includes a way to teach grammar called the “Shurley Method” and she could dissect each sentence into the correct part of speech in seconds. However, she struggled mightily with her reading and her communication because her vocabulary was poor and she was unable to construct grammatically correct sentences. She only knew how to identify the parts of speech but was often incapable of correctly using them.

The authors reference Krashen and his idea that the massive language input that is needed is only capable through reading. In one of Krashen’s books, The Power of Reading, he discusses how if a teacher can help a student find a “homeroom book” that hooks them on reading, then there will be exponential benefits to all areas of their language learning, especially their vocabulary.

I also found some comfort in the statement that “no linear syllabus can adequately reflect the nonlinear nature of acquisition”. I sometimes feel like my teaching is hopping from one subject to another without a clear, direct path. However, I do try to follow the needs that I see within my students rather than following the textbook’s chapters.

The presentation of the vocabulary lesson was also helpful. Often we think of vocabulary as separate units, but students need to learn how words interact with another, which often changes their meaning. The inclusion of verb phrases is vital to being able to do this, like focusing on “just pass” or “had to retake”.

Anderson (2004) Reflection

The title of the article immediately causes the reader to understand that interactivity in education comes in multiple forms and a balance is needed to create a successful learning experience.   Anderson stresses how positive learning can be present as long as one of these three forms of interaction (student-student, student-teacher, student-content) is at a high level. I pulled out one of Anderson’s quotes  how, “the value of another person’s perspective, usually gained through interaction, is a key learning component in constructivist learning theories”. I love this idea, and I realize now how important this is to me. I once took an English literature class on Jane Austen and Edith Wharton, where I was the only male among 30 plus females, and I was often amazed at how differently I interpreted the reading than my fellow classmates. Without the student-student interaction piece, I think I would have completely missed some of the most important features of the texts. Likewise, I think I was able to provide that different perspective for my other classmates as well.

My immediate reaction after starting to read the article was that I was neglecting the role of student-content interaction, which is just as viable and important as the other two forms.  When I think about my own learning, I often focus upon the positive experiences I had with the teacher first, and then with the other students. The trouble or ease with interacting with the content was often overshadowed by the interactions I had with others. However, after reading the article, I know understand that the impact of the reading upon me acts as the interaction between myself and the content.

As a teacher, I do value the interaction with myself and the students the most. However, Anderson does make valid arguments as to why the student-student interactions are just as important. Anderson states that enhancing student-student interaction will increase student achievement and also their learning pleasure. I frequently will pair a stronger student with a weaker student so that the interaction between them will positively affect both. I’ve taught in many diverse teaching situations, and I’ve found that most students will stay on-topic during a good majority of their student-student discussions, which is great for extending their learning. (not to be confused with teacher-teacher discussions, which frequently get off topic J) This refers to the value of “side-talk” and how Anderson states it is conducive to learning. Anderson’s claims how increased technologies, like “smart” classrooms, are increasing the students’ interactions with content, therefore reducing the need for as much teacher-student or student-student interactions.

I also would not like to see the level of teacher-student interaction minimized, but Anderson’s argues that this is allowing more learning opportunities for students around the world by making classes more accessible and cost effective. The research in interactivity will allow course designers and universities to get the right balance of the different types of interaction so that high levels of learning can still take place. Although this may not be ideal for my personal learning style, it definitely is ideal for learners who can only afford or attend a class that is delivered in this manner.