Loading presentation...

Present Remotely

Send the link below via email or IM

Copy

Present to your audience

Start remote presentation

  • Invited audience members will follow you as you navigate and present
  • People invited to a presentation do not need a Prezi account
  • This link expires 10 minutes after you close the presentation
  • A maximum of 30 users can follow your presentation
  • Learn more about this feature in our knowledge base article

Do you really want to delete this prezi?

Neither you, nor the coeditors you shared it with will be able to recover it again.

DeleteCancel

Make your likes visible on Facebook?

Connect your Facebook account to Prezi and let your likes appear on your timeline.
You can change this under Settings & Account at any time.

No, thanks

The 21st Century ESL Learner

A Look at the 21st centruy Learner and how ESL students will benfit from digital literacies
by

Francesca Iannello

on 22 November 2012

Comments (0)

Please log in to add your comment.

Report abuse

Transcript of The 21st Century ESL Learner

ESL in the 21st
Century Websites I have used The 21st Century ESL Learner What is 21st Century
Education? In 21st Century Learning, students use educational technologies to apply knowledge to new situations, analyze information, collaborate, solve problems, and make decisions. Utilizing emerging technologies to provide expanded learning opportunities is critical to the success of future generations. Improved options and choice for students will help improve student completion and achievement. Instead of having the students stand in front of the class and speak with or without a Bristol board; students can create digital presentations to support them while they are in front of the class. These programs can be used cross-curricular and can be used for a wide range of assessments; creativity, speaking, writing, organization, and so much more. For ESL students, these forums use 3 of the four English skills: reading, speaking, and writing (listening can be incorporated if videos are used). Created by Francesca Iannello http://www.bced.gov.bc.ca/dist_learning/21century_learning.htm Government of British Columbia, Ministry of Education So what is ? It is bold! It breaks the mold! It is flexible, creative, challenging, and complex.

The new millennium was ushered in by a dramatic technological revolution. We now live in an increasingly diverse, globalized, and complex, media-saturated society.

In many countries today’s students are referred to as “digital natives”. Teachers are working with students whose entire lives have been immersed in the 21st century media culture. They literally take in the world via the filter of computing devices: the cellular phones, handheld gaming devices, PDAs, and laptops they take everywhere, plus the computers, TVs, and game consoles at home. Young people (ages 8-18) use electronic media for more than six hours a day, on average. Many are multitasking – listening to music while surfing the Web or instant-messaging friends while playing a video game.

Even toddlers utilize multimedia devices and the Internet with tools such as handheld video games like Leapster and web sites such as www.PBSkids.org and www.Nick.com. Preschoolers easily navigate these electronic, multimedia resources on games.

However, although today’s students understand how to access and utilize these tools, many of them are used for entertainment purposes only, and the students are not truly media literate. http://www.21stcenturyschools.com/what_is_21st_century_education.htm It is interdisciplinary, project-based, and research-driven. It is connected to the community – local, state, national and global. The curriculum incorporates higher order thinking skills, multiple intelligences, technology and multimedia, the multiple literacies of the 21st century, and authentic assessments.

Students are self-directed, and work both independently and interdependently. The curriculum and instruction are designed to challenge all students, and provides for differentiation.

The curriculum is not textbook-driven or fragmented, but is thematic, project-based and integrated. Skills and content are not taught as an end in themselves, but students learn them through their research and application in their projects. Textbooks, if they have them, are just one of many resources.

Knowledge is not memorization of facts and figures, but is constructed through research and application, and connected to previous knowledge, personal experience, interests, talents and passions.

Assessment moves from regurgitation of memorized facts and disconnected processes to demonstration of understanding through application in a variety of contexts. Real-world audiences are an important part of the assessment process, as is self-assessment. http://www.21stcenturyschools.com/what_is_21st_century_education.htm Premier's Technology Council. "A Vision For 21st Century Education." Vancouver: British Columbia. December 2010. http://www.gov.bc.ca/premier/attachments/PTC_vision%20for_education.pdf Teacher of the 21st Century The definition of the student has changed, but so has the definition of the teacher. Teachers are no longer defined as people who teach subjects. The teaching profession is much more diverse. -Technologists -Employment Counselors -Global Economists -Leisure Experts -Cultural anthropologists -Political Analysts -Social Workers -Teachers (to parents and other teachers) -Scholars Marshall, Dave. "The Teacher of the
Twenty-First Century." Nipissing
University College. Have you ever seen Dora, The Explorer, the TV show about a little girl who discovers the world with her friend Boots? It has been described as "one of the most annoying TV shows" for some adults in television focus groups. But for children it’s a party, and a very educative one.

Despite its nickname, the "idiot box", your television is not only an entertainment device; it can be a great teaching tool. That’s why TV shows like Dora have been on the air for years (Sesame Street’s debut was on October 10th 1969.)

Television has always been your friend and in Canada it won’t let you down. There are TV shows in Spanish, Russian, Cantonese, Italian… but as a newcomer, avoid them. English language TVshows on public TV(free) allow closed captions for people who are deaf, beginning to read or learning a new language. Closed captioned is a great tool to improve reading skills because there is not much time between sentences, as there is with a newspaper or a magazine.

To improve listening skills, radio is a great alternative. Listen to English language talk shows (usually, more clear than musical ones) or news. In the case of news shows, they have an extra benefit of keeping the listner informed. Before you know it you can be discussing world events with a neighbour in the laundry room – in English of course.

Obviously, new technologies enlarge media resources for students. And for ESL purposes, podcasting can be even better than radio broadcast. Some of these podcasts are ESL classes that you can download and listen to
as much as you want, most of them free of charge.

The New York Times on-line (www.nytimes.com) offers a good tool to develop reading comprehension and vocabulary: just pick any story and double click in any word that you don’t understand. A new window will pop up showing the definition and pronunciation of that word.

Despite all these hi-tech tips, you can still improve your English with some "old school" methods. Toronto is packed with free newspapers and magazines. Read everything you can get your hands on free of charge. Underline the words that you don’t know and search for their meaning later. Try crosswords. They are going
to be difficult but you will gain a very large vocabulary. Technologies
seen in the
classroom SMARTBoard Document
Camera ipad Digital Camera CD Player LCD Projector Computer Teachers are now seen as: 21st Century Curriculum: 21st century education Teachers, get on board! ESL in the 21st Century: New Media Methods Help English Learners by Claudio Muñoz Muñoz, Claudio. “ESL in the 21st Century: New Media Methods Help English Learners.” Canadian Newcomer Magazine. 2012. Literacy Now Every now and then we really do have breakthroughs in our understanding of literacy. Two of the most recent insights are “multiple literacies” and “literacy as social practice.”

Instead of one literacy, there are multiple literacies (Street, 1995). In addition to language, humans have developed a variety of ways to mean (art, music, movement, etc.). This is what the humanities are all about as well as why malls have background music. It is also why visual-text literacies (e.g., electronic computer games) are so appealing and compelling to our young.

The notion of multiple literacies has several implications for how we think about literacy. Different cultural groups have different ways of making meaning. This is what we find fascinating about
travel. Even further, different cultural groups induct their children into literacy in different ways. Literacy means different things to different groups.

Instead of thinking about literacy as an entity (something you either have or don’t have), thinking about literacy as social practice. When coupled with the notion of multiple literacies, literacy can be thought of as a particular set of social practices that a particular set of people value.

It is important to ask, What kinds of social practices are in place and,
as a result, how is literacy being defined? Who benefits from this definition of literacy? Who is put at jeopardy? What kinds of things would I have to do to show that I honor the home literacies that students bring with them to school? What would I have to do to
expand what it means to be literate in the 21st century? Harste, Jerome. “What Do We Mean by Literacy Now?” Voices from the Middle. 10:3. National Council of Teachers of English. 2003. This means, Students are now responsible to put meaning
into visual texts as well as written texts. ESL students, have two jobs, understanding the literal meaning of the text, and to the best of their ability, make a social connection to the meaning of the text. This is a tough job, but we can create an inclusive opportunity for the students by letting them find reasoning in their work by creating their own personal, social connection. It is important for the teacher to help the students learn the four skills of the English, (reading, writing, speaking, and listening) but at the same time teach how to make connections to the texts they are reading. For example, what does the text mean to you? What might the text mean to someone else? “Supporting English Language Learners: A practical guide for Ontario educators, Grades 1 to 8.” Government of Ontario. Ministry of Education. 2008. “Supporting English Language Learners: A practical guide for Ontario educators, Grades 1 to 8.” Government of Ontario. Ministry of Education. 2008. “Supporting English Language Learners: A practical guide for Ontario educators, Grades 1 to 8.” Government of Ontario. Ministry of Education. 2008. “Supporting English Language Learners: A practical guide for Ontario educators, Grades 1 to 8.” Government of Ontario. Ministry of Education. 2008. “Supporting English Language Learners: A practical guide for Ontario educators, Grades 1 to 8.” Government of Ontario. Ministry of Education. 2008. ELL Assessment Presentation makers: Prezi – www.prezi.com
The program that you are using currently to see this presentation is called prezi!

Sliderocket – www.sliderocket.com
I like to think of this as a cooler and updated online PowerPoint.

Glogster – www.glogster.com
Students can create blogs or create online digital Bristol boards on whatever subject they are researching.

SMART Notebook - http://smarttech.com/notebook
For this you need a SMART Board and SMART software. But you can make interactive lessons for the students. I also used this in a 10 ten history laptop class; students make interactive presentations were they used the SMART Board themselves. Much more exciting way to present!

Bitstrips – www.bitstrips.com
Students can create comic strips! Wouldn’t it be cool if a student could hand in a report comic book style?

Comiclife – comiclife.com
Same idea as Bitstrips, students create comics of their projects instead of the typical written reports. If students have difficulties preforming in front of a live class, these programs can fix that! The following websites are voice or video recording programs that allow the students to record their presentation or make videos. In this format, ESL students will not be under pressure of performance anxiety and they have the chance to record themselves, watch and listen to their pronunciations of words and make edits if necessary. These programs can also be used across the curriculum for various subjects and purposes. These programs also use all four skills of language acquisition; reading their script, writing their script, listening to the presentation, and speaking for the presentation.

Audacity - http://audacity.sourceforge.net/
Voice recording program in which the student can easily edit and fade in music – think podcast!

Voki – www.voki.com
Talking avatars! You can create avatars that look like you and record your voice and they talk for you. OR you can type out your script and have a voice-over speak for you!

Camtasia Studio - www.techsmith.com/camtasia.html
Video recorder through the web cam on your computer, easy to use, and like audacity you can fade in/out music into the video.

ScriptQ – www.script-q.com
Teleprompter to use while recording podcasts or videos. Instead of holding papers while presenting, you can copy and paste the script into the prompter and it will slide up at the pace you set it to. Looks like a professional TV teleprompter. Video/Voice makers: End. ESL Techies http://esltechies.com/tag/21st-century-tools/ Teaching ESL students can be fun and rewarding
if you take the time to get a little bit creative!
The website call for more creative assignments
and new approaches on teaching students the subjects as well as English.

Seems like a lot of work?!

Remember: sharing is caring.... You are not alone.... Powers in numbers.... Get the picture? COLLABORATE!

At the beginning of the year, work with ALL staff to join together and work as one. Do not try and do all the work yourself, but take initiative to learn the sites and teach them to your
colleagues, so they can use them with you.

Need more? I have provided various websites to spruce up the boring, traditional lesson plan. What more ways to improve for ELL/ELD Learners?

You are in luck! The Website I stumbled upon this website and will be eternally grateful!

This website gives you more on:
- "The World Beyond Our classroom walls: Online Resources" which includes:
*k-12 resources, lesson plans, teaching tips
*bilingual sites for family & teachers
*worksheets, flashcards, free published materials!

Also, "Using Digital Media to Create Authentic Writing Experiences for Students" this includes iPad apps with:
*an IEP checklist, sign language, automatic conjugation, writing practice, mindmaps, and more! I have not used these iPad apps but they sound very interesting to use for literacy development: Roadshow – Collect web videos and play them back anytime
http://fetchsoftworks.com/roadshow/

Language Builder – A rich environment for improving language development
http://mobile-educationstore.com/apps/narrative-skills/language-builder-for-ipad-2/

ShowMe – Record voice-over whiteboard tutorials and share them online
https://itunes.apple.com/ca/app/showme-interactive-whiteboard/id445066279?mt=8

ePub Bud - a free website that allows you to create a new book with their application or upload any sort of document and convert it to the open .epub format. You can store your books online and even sell them on Amazon and the Apple Bookstore. They also provide a forum for teachers to share teaching activities that incorporate epublishing.
http://www.epubbud.com/

Consider downloading Book Creator by Red Jumper Studio.
http://www.redjumper.net/bookcreator/ What is a better way to break the conventional mould than allowing your student to hand in a visual report? What does this mean? Instead of a traditional essay have them draw a concept map. Instead of getting them to read and summarize, have them use a word cloud to represent the key terms of what they are reading. Instead of a written report, have the student hand in an image they have created that represents the topic of research. This is an unconventional way to see if the student understands concepts or ‘the big ideas.’ These programs can also be used cross-curricular and use 2 of the language acquisition skills: reading, and writing.

Lucid chart – www.lucidchart.com & Bubbl - https://bubbl.us/
Concept mapping programs online! Students have problems with organizing their thoughts? Have them create a mind map before they start their ‘rough draft.’

Tagexdo – www.tagexdo.com & Wordle – www.wordle.net
Word clouds!! Haven’t heard of a word cloud? Check out these sites! They are so cool, students love them, and they are a VERY good way to show the key terms of a paragraph/article (the more a word appears written in a paragraph the bigger it appears, the more important it must be!).

Photoshop – www.photoshop.com
Create photo compilations, add text for further explanation… great chance for ESL students to represent themselves without having to struggle with what they want to say. Photo/image makers: Now, although you can have students create websites, this one is mostly for the teachers. Creating a teacher website can be a VERY valuable tool to:
-Connect with parents and keep them in the loop
-Post resources for students
-Post websites, homework, writing tips, etc. for students
-Create a discussion board for students to ask questions while at
home and have contact with you after school hours. Discussion
boards will create a public domain in which you can converse
with students and the parents can see. Compared to email,
where it’s more private you can have issues with privacy and
such.
-Principals can have easy access to your ‘classroom’ and see what
you are doing
The website can help ESL students the most by having various links to literacy websites and apps where they can easily access from anywhere.

Google sites – sites.google.com

Wikispaces – www.wikispaces.com

Wix – www.wix.com Website makers: The following sites/tools can be used for various purposes… most of which are used in collaboration. Great tools for students when working online, group projects online, and more.

Google docs – docs.google.com
Online version of Microsoft Word, in which students can work on collaboratively. Multiple people can type into the same document, at various times, in various locations. This way if students can’t get together as a group, they can get together online and see what each person is typing.

Google groups – groups.google.com
I consider this to be Google’s version of Facebook. The teacher creates the page and students can use it like a Facebook page. Post things, message people, start a discussion, etc.

Google translate – translate.google.com
ESL students can use this while researching or even during lesson. Warning: sometimes translating long passages the translation can get muddled! Good tool however, for translating words that are misunderstood.

Google earth – earth.google.com
You can have ESL students show the rest of the class where they came from! And do various lessons and assignments through this tool.

Today’s meet – todaysmeet.com
Chat tool: teacher creates a url for the chat board and only those who know the url can access. Students can use the chat during a lesson or work period. By signing on anonymously, students can ask questions online instead of asking out loud, sparing them embarrassment or anxiety of talking in front of the class.

YouTube channels – www.youtube.com
Create playlists for the class and tell them the name so that they can watch videos for studying, research, or learning something new. Chat/tools:
Full transcript