Cathy's-Meskill and Dodge

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

Computer-supported communication discourse through triadic scaffolding- teacher, student, and computer- is examined in this article written by Carla Meskill. The teacher recounts her experiences in language acquisition, particularly in forms and functions, with early learners of English.

This article makes me wonder about our Yup’ik students who use computers at our school under the instruction of our ELD or English Language Development teacher. I’m pretty sure that similar accounts of language discourse occur but to what extent or whether an awareness of intrinsic language learning occurs during the process. At the same time, the article gives me ideas about using computers to focus on form with my students. I’m sure, as the article mentioned, that students would learn to notice those forms of language we sometimes have trouble with. (Consciousness raising).




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

This website page was written in l995 by Bernie Dodge about WebQuests. Definitions and critical attributes for activities as well as examples and design steps are given on the site.

As stated by the author, this website is preserved for the sake of earliest thoughts and ideas about WebQuests. As I was reading the page some thoughts that came into my mind were: This writing has words that denote opinions about what should go into WebQuests. (And I’m thinking…I’m sure there’s now other ways as new technology develop.) And in just a short time, I’m sure new technology brings new ways of doing and thinking in terms of how teachers, students, and others use technology to make meaning suitable to their own ways. (I hope this makes sense.)

Cathy's blog

Bloch, J. (2007). Abdullah’s blogging: a generation 1.5 student enters the blogosphere.
Learner language & technology. pp. 128- 141.

This article describes the use of blogs in an L2 writing course that focuses on pros and cons of plagiarism. The author talks about a student who, although his background in education and use of English is not well-grounded, used blogging as a tool to not only show the kinds of rhetorical strategies for evaluation, but to participate in a discussion amongst learners who were better able to express themselves.

I thought this article was very interesting. It made me think of our own people who hold little or no academic education and yet have abilities to express themselves well as well as to analyze, to synthesize, and make sense of the world around them. I was also interested about the generation 1.5 as mentioned in the article. Had it not been for blogging, I’m sure Abdullah’s ideas, insight, and connection to those in the same class would have been minimal. Blogging seems to help in many ways.

Cathy's New technologies assignment

Thorne, S. (2006). New technologies and additional language
learning. CALPER Working Paper Series, 1-26.

This review essay talks about some contexts and uses of technologies in relation to how they are used in second and foreign language education settings. The use of synchronous computer-mediated communication (CMC), internet-mediated intercultural L2 education, and other language learning avenues using the Internet system are the main focus of this review. Other technologies that are recent are also mentioned along with some challenges.
It’s amazing how fast the varied use of technology has gone in what seems just a short period of time. It’s even more intriguing to learn that two people from two different languages can learn to communicate through the Internet at minimal cost. At the same time, it frightens me to think about the possible negative effects of modern technology for our youth in small communities such Toksook Bay where there are no roads for easy access to the outside world. There’s so much involved here. The amount of time spent on the computer may bring challenges that affect the interrelationships so important for healthy families. Nevertheless, I can see positive aspects of using technology in school for language learners. The use of games in technology is exciting for both teachers and students. The challenge is to come up with effective games and ones that will enhance language acquisition.
This review brings out the following questions for me.
1. How will technologies, as culture, affect the cultural lifestyles of indigenous cultures that are still alive?
2. If language is always changing over time, how will our Yup’ik language be affected where there’s contact with other languages? Will our young people’s vocabulary bank include more tech terms?

The Laptops Are Coming!

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

Sarah Heller McFarlane, who teaches social studies at Shorewood High School in Washington, wrote this article. She advices schools to the consider the potential promises and possible dangers of using technology before accepting and/or adapting it. The author goes on to talk about the power of technology, like who benefits, which relationships are valued or not, and who determines how knowledge should be learned. These are brought out by the personal experiences as a teacher.

We are honestly experiencing a changing world as new technology becomes a part of our life, whether in the home or school. There are many challenges out there that students and community face. Some of these challenges are such that it’s hard for individuals to understand and put into words. One of the first steps to problem solving is to step out of the box and try to gain a thoughtful and unbiased perspective. Sometimes it takes thinking about what is frustrating or uncomfortable to pinpointing those areas where the problems arise and to say “Now what?” in a constructive way.

Cathy's MySpace reflection

Garcia, A. (2008). Rethinking myspace: Using social networking tools to connect with students. Rethinking Schools, 22, 27-29.

A high school teacher, Antero Garcia, who teaches in Manual Arts High School in Los Angeles, wrote this article about his experience in using MySpace as a technological tool. Garcia found many positives about the use of MySpace, one of them being his connection to the students. Through the network positive aspects revealed themselves, one being able to find out about homework and another fuller participation by the diverse group of students themselves.

I can see this type of technology use working well with students, especially the older students like in upper elementary to high school students. I was wondering, however, about how a teacher would find time to read and respond to comments or questions dealing with a large group of students, especially a teacher working under a tight schedule. The other thing running in the back of my mind is whether MySpace is available to the outside world. I remember hearing about virus and computer crashes due to MySpace connection.

Cathy's Reflection on week one

I think we covered so much during our first week. I realized that a lot of work goes into curriculum development, curriculum analysis, review, and who is and can be involved. Everyone, from students to teachers, parents, community, state and government. Education issues not only concern local issues but political issues as well. It's like you have to think globally when talking about education and language acquisition. This class is giving me a new way of thinking in my own teaching situation.

The thing that makes my situation different from other regions is the fact that I teach Yup'ik. In thinking about the readings on curriculum planning, development, evaluation, needs/situational analysis, aims and objectives...I almost feel like our Yup'ik program is still it's pioneer stage, mostly because we have to do a lot of translating and creating materials. I never really thought about authentic and creating materials.

I wonder if there's a kind of "scheduling" for revising or revisiting curriculum? I ask because it seems our Yup'ik curriculum has not been revisited for quite some time and I believe we need to review it with as a lot of participation from all concerned groups.

Erben Ch 2 and 3

(Chapter 1 is an introduction to the book Callling All Foreign Language Teachers: Computer-Assisted Language Learning in the Classroom. This chapter talks about why teaching foreign language using technology will benefit foreign language teachers as well as students. In today’s world and age, our youth are in the digital times; therefore using technology in schools will tap into their interest and learning style.)

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). New York: Eye On Education.

ACTFL (l996) designed the “5 Cs” or content standards; communications, cultures, connections, comparisons, and communities. The main focus or goal of using technology is to improve foreign language education. The seven hypotheses of second language acquisition (SLA) are mentioned and explained in this chapter. It goes on to talk about language teachers using electronic literacy and the importance of teachers as facilitators as well as designers and managers.
I agree that children of today are truly in the technology world. Almost everywhere one goes, be it cities or small communities, the youth are seen with ipods and digital cameras or cell phones. Teachers who learn to implement technology in schools will no doubt spark that interest in students to learn through technology.
I think of myself as a novice as far as technology is concerned. I’m also sometimes afraid to make mistakes because I might mess up the device and not be able to make things right again. That is where I need to learn to have confidence in myself when handling technology.

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).
New York: Eye On Education.


This chapter talks about the need for teachers to rethink their priorities concerning the use of technology. Research says that computers promote greater participation, negotiation of meaning, and use of more discourse structures for language students. Cooperative learning activities can be implemented through technology. Use of technology helps students to improve their learning capabilities in safe and unthreatening environments. The chapter goes on to talk about the risks and rewards of computer-assisted language learning (CALL).
Personally, I’ve often felt uneasy about using technology in my classroom. It’s a risk I know I have to take. And after reading the part of benefits outweighing the risks of technology I think I’m willing to take that risk. The benefits center most on the students themselves such as discovery learning, learner autonomy, and learner-centeredness. With proper training and modeling I’m sure things will come into place.
I’m exciting about creating materials in Yugtun for my classroom students. Interactive games are where I hope to gain more knowledge and application. We often talk about the need for more Yup’ik materials and using technology is one important and fun way to go about it. I hope to find translatable games or other activities for the students.

cm-chapter 8 and 9

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

Chapter 8 – Materials

The role of materials in language teaching is explained in this chapter as well as their functions and types of material (authentic and created). Commercial textbooks as characterized in trends between past and current are discussed and how they are used along with their advantages and disadvantages. Evaluation of commercial textbooks plays in important role of further materials development. The chapter goes on to talk about adapting textbooks, preparing materials for a program, and managing materials writing as a project.
I found the authentic and created materials section interesting because we often create our own materials for teaching at our site. In creating materials we’ve often had to consider the readability levels of our students and the clarity of given directions. At times we find we have to refine our instructions. I personally found it beneficial to share my materials with a co-teacher before using them in my classroom. As Yup’ik teachers we’ve also have had to adapt materials to fit the needs of our students.
I think our Yugtun program should have an ongoing materials development evaluation for the sake of our students’ learning. And I believe our teachers should get training in materials development. It will help to have everyone on the same page of materials development, so to speak.

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

Chapter 9 – Evaluation

“How is everything going?” a question asked wherever we go. This chapter talks about evaluation of a curriculum in depth. Evaluation concerns the goals and objectives, the administration, and syllabus of a curriculum. Evaluation also is concerned with collecting information on different aspects, the learning of students being the utmost concern.
It was good to sit back and read about what it entails for an effective evaluation. I look back to some meetings we’ve had as staff members and now I think how unlearned and unaware I’d been about the different aspects for curriculum evaluation. In the back of my mind, I’m struck by how silent I’ve been about things of our curriculum, for example, the writing curriculum we have, that needs to be revisited. As a teacher I often talk about the high expectations that the tests ask of my third grade Yugtun students. In one of the tests, my students are expected to pass thirteen out of fifteen grammatical and/or structural errors in a given paragraph. And I often cringe when I think how inappropriate the test is for 8-10 year olds. In the test, you can only make three errors. I often think the test would probably be suitable for upper elementary Yugtun grades. I suppose I need to begin talking with other teachers who implement the same tests and sit down with them, including the bilingual department in the district office.
Question: I wonder if we have an evaluation committee at our district? And who is involved? Are there steps and timelines for evaluation of language programs? Are those evaluations different for primary, elementary, high school, and college or vocational centers different and handled differently?

cm-chapter 6

Richards, J. (2001). Curriculum development in language teaching, Course planning and
syllabus design (pp. 145-197). New York: Cambridge University Press.

In this chapter, six dimensions of course development are examined. Those dimensions are: developing a course rationale, describing entry and exit levels, choosing course content, sequencing course content, planning the course content (syllabus and instructional blocks), and preparing the scope and sequence plan. Under the planning and course content two aspects, selecting a syllabus framework and developing instructional blocks, are given in detail.
I found it interesting to read about the different syllabus options, especially about the task-based syllabus, as I will be implementing that in my research this coming year. I was happy to find that tasks have very good positive comments in regards to language acquisition. I hope to learn more about task-based instruction as this summer unfolds. I know it will help me to think about activities such as information-gap tasks that may be useful for my students at the site I teach. Again I was intrigued by the amount of work put into curriculum planning and design.
Questions:
1. Are there key words, such as verbs ending in –ing, that can be used as “guides” in developing and contrasting aims and objectives?
Please explain what they mean when they talk about macrolevel and microlevel planning units, p. 164, under integrated syllabus.

cm-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 talks about goals and outcomes of a program or curriculum. Five curriculum ideologies are explained in relation to the role of language in a curriculum. Explanations of aims and objectives, along with comparisons and example are also taken into account. Major criticisms about the use of objectives may treat needs into objectives, a danger of losing the broader goals of teaching and learning.
It never occurred to me how much planning goes into curriculum development. It’s obvious that much discussion and revision went into the part on planning goals and outcomes from hidden goals to obvious goals or objectives. The topic on competency-based program outcomes interested me because many of our young adults seem to hold desires to go to training of some sort rather than going on to college. At the same time, it helped me to think about language outcomes. Competency goals seem much more easier to work with because of the observable goals.
I think it’s safe to say that our Yup’ik traditional lifestyles are mostly based on competency goals. The ultimate goal being the ability to survive the four seasons with the knowledge and skills you hold as part of the whole community. Our culture and tradition is also value-based. I think the discussion on competency-based goals helped me to see where standards come in.
Question: 1. What are reconceptualists, p. 117?

testing

Hi! Here I am.... I just hope I'll be able to remember how to get here. (Ahem).