The article discusses the methods of teaching that applying IT technology in learning English. Also reveal topics as 4 basic types of learning English. Using IT technology in language learning can be accelerated effective learning of the English language.
English has become a common language for users from around the world. In the process, the language itself is changing
The article premise is that technology can be used as an effective teaching tool for English language learners. We discuss a variety of research illustrating how teachers can help English language learners develop their language skills through the use of technology.
Teaching pupils to be literate is a high educational priority in the United States, as it is throughout the world. Though this area is one of our greatest priorities, it is also one of our greatest challenges. The classroom environment has changed from many years ago. Teachers face the challenges of a large population who do not speak English and have high transient rates.
For this large population, becoming proficient in a new language is a very difficult transition. This process can be frustrating and sometimes painful. Pupils learning a new language need as much language support as possible. Those who have taught students learning English as their second language know that any language support is helpful for their language acquisition. English language learner (ELL) students need a variety of language experiences. They need to hear language, write language, speak language and readlanguage.(15(4),361-369).
We believe that computers can play an integral part in providing ELL students with valuable language experiences as they learn a new language. This article focuses on how computer-assisted instruction (CAI) can be a supplemental teaching tool for teaching English language learners. Additionally, a discussion of the benefits that have been found in using CAI with ELL is also provided.
We should offer English language learners a language-rich environment in which students are constantly engaged in language activities. Pupils need to be able to interact with each other so that learning through communication can occur. Computers can facilitate this type of environment. The computer can act as a tool to increase verbal exchange. Computer books were used to investigate whether computers increase verbal interaction between pupils. These computer books are interactive stories that appear on the computer screen as an actual book with text and illustrations. There are also a variety of interactive choices students can use to read the story, including: real voices that read aloud, music, and sound effects. The story is also highlighted so readers can follow along with the text.
One way to use computers for English Language Learners is to teach vocabulary. Kang and Dennis (1995) write, "Any attempt to treat vocabulary learning as learning of isolated facts certainly will not promote real vocabulary knowledge". Pupils need to learn vocabulary in context and with visual clues to help them understand. Computers can provide this rich, contextual environment. The computer also allows students to become active learners in a one-on-one environment. Computers can incorporate various learning strategies as well as accommodate a variety of learning styles. (11 (3), 25-35pp).
Reading. There are several ways in which technology can be used to improve reading ability. Technology can also be used to improve parent involvement in their child's education while improving the parents' literacy as well. Landerholm, Karr, and Munshi (2000) created a three year program in Chicago with four specific goals to help parents: become involved in the school community and become comfortable on campus, enjoy reading and writing alone and with their children, understand science and computer technology, and improve their own literacy.
Writing. As demonstrated, computers and software can help English language learners develop vocabulary skills and knowledge. Writing paragraphs in a language that is still somewhat unfamiliar to students can be difficult. When using a computer, however, the use of graphics can make this much more enjoyable. Using clip art can also help pupils to convey their thoughts more clearly. Grammar skills can also be demonstrated and reinforced using computers. The teacher can direct to somehow highlight a specific part of speech (e.g. nouns) throughout their writing. To highlight, students have a lot of choices, such as underlining, italicizing, or changing the font size, color or type. Using a computer as a medium for studying grammar is much more motivating for a pupils as opposed to writing with a pencil. (88 (4), 715-730pp).
Many of us are lucky enough to have computers in our homes. With adult supervision, computers and the internet can be great teaching tools. There are many websites designed to help English Language Learners learn more about the English language and practice using it. I've listed just a few websites that you can access with your children to help them have fun with language while they're learning about it. http://www.usingenglish.com/ excellent site for older or more advanced learners. http://www.eslgold.com/ resources for reading, writing, listening and speaking activities, including activities to learn about idioms and increase academic vocabulary.
Computer-assisted instruction has been shown in a range of studies to facilitate learning in a variety of ways. Computers can be used to aid in teaching English Language Learners in core academic subjects, such as reading and writing. Computers can aide in vocabulary development as well as verbal language development. Ultimately, however, it is important to recognize that computers are not a substitute for effective teaching. Computers are a toolthey are simply one type of supplement to the regular curriculum in teaching English Language Learners as they develop their English language skills.
- Case, C. & Truscott, D. (1999). The lure of bells and whistles: Choosing the best software to support reading instruction. Reading and Writing Quarterly: Oversoming Learning Difficulties, 15 (4), 361-369pp.
- Cordova, D. & Lepper, M. (1996). Intrinsic motivation and the process of learning: Beneficial effects of contextualization, personalization, and choice. Journal of Educational Psychology, 88 (4), 715-730pp.
- Kang, S.H. & Dennis, J.R. (1995). The effects of computer-enhanced vocabulary lessons on achievement of ESL grade school children. Computers in the Schools, 11 (3), 25-35pp.
- Landerholm, E.; Karr, J. & Mushi, S. (2000). A Collaborative Approach to Family Literacy Evaluation Strategies. Early Child Development and Care, 162, 65-75pp.