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Critical Pedagogies, Web 2.0 and Interactive Phonics
Transcript of Critical Pedagogies, Web 2.0 and Interactive Phonics
ch in chicken
Theme: Dining out
1) What are they doing?
2) What do they order?
Watch the first 2 minutes of the video clip and answer the following questions.
From Word To Sentence
Ordering in a Restaurant
For the detailed lesson plan, more interactive activities and materials, go to http://adulteslphonics.wordpress.com
Critical Pedagogies, Web 2.0 and Interactive Phonics:
To Empower Adult ESL Literacy Classes
through Technological Mediation
By Sophie Wang, B. Eng., B. Sc., M.A.
Educators can teach either to reproduce the reality or to advocate for the oppressed and take actions to change the power relationship.
Web 2.0 offers a platform with the potential to create a more humanized teaching approach and empower both teachers and students.
Inspiration from critical pedagogies
Web 1.0 vs. Web 2.0
A lesson plan on "ch"
Situation in Adult ESL Literacy Classes
Powerless students: without lingua franca and literacy skills required for both life tasks and job market
Dis-powered teachers: lack of technology, research and resource support
Materials appropriate for adult ESL literacy need to be developed and made available for both the teachers and students
Web 2.0 platform has the potential to create a more humanized teaching approach and empower both parties
Web 1.0 Phonics Materials
Some are designed either for kids or illiterate adult native speakers
May not be contextualized to adult ESL learners' interests or not suitable for their proficiency
Would you consider trying out this lesson or some activities in your class?
What would be some of the barriers to apply a Web 2.0 lesson in your class/school?
Would it be possible for literacy students to "write" and participate Web 2.0 culture?
Berners-Lee, T. (2005). Berners-Lee on the read/write web. Retrieved from http://news.bbc.co.uk/2/hi/technology/4132752.stm
Freire, P. (1970). Pedagogy of the Oppressed. New York: Continuum.
Godwin-Jones, R. (2007). Emerging technologies: E-texts, mobile browsing, and rich Internet applications. Language Learning and Technology, 11(3), 8-13. Retrieved from http://llt.msu.edu/vol11num3/pdf/emerging.pdf
Learning and Skills Improvement Services. (n.d.). Entry 1. Retrieved from http://rwp.excellencegateway.org.uk/resource/Literacy+learner+materials%3A+Entry+1%2C+Unit+1/pdf/
O’Reilly, T. (2005). Web 2.0: Compact definition. Retrieved from
Thomas, M. (ed). (2009). Handbook of research on web 2.0 and second language learning. Hershey: Information Science Reference.
Waterhouse, L. (2006). Multiple Intelligences, the Mozart Effect, and Emotional Intelligence: A Critical Review. Educational Psychologist, 41(4), 207–225.
“the network as platform, spanning all connected devices … creating network effects through an ‘architecture of participation,’ and going beyond the page metaphor of Web 1.0 to deliver rich user experiences” (O’Reilly, 2005, para. 1)
“a social phenomenon embracing an approach to generating and distributing Web content itself, characterized by open communication, decentralization of authority, freedom to share and re-use, and the market as a conversation” (Downes, 2007, cited in Thomas, 2009, p. 369.)
"a transition from online consumer to consumer/producer/participant” (Godwin-Jones, 2007, p. 8)
Flexibility in time and space
A collection of multimodality instruments
"Authentic materials 2.0"
Content management systems: Wikis, blogs (Wordpress), Prezi
Relationship management systems (Facebook, My Space)
Multi-player online gaming environments / virtual worlds (Second Life)
Distributed classification systems (YouTube, Flickr)
Educational applications (Interactive Whiteboard)
(based on Mejias, 2005, p. 3)
Repetition of the procedure or information
Excitation at the time of learning
Association of reward with the material to be learned
Characteristics of Web 2.0 Instruments
Processes that Influence Long-term Memory Establishment
Group Discussion 2
Web 2.0 Pedagogical Instruments
"Read-Write Web" (Berners-Lee, 2005)
A problem-posing education through dialogue between teachers and students where they “[co]-develop[s] their power to perceive critically the way they exist in the world with which and in which they find themselves while they come to see the world not as a static reality, but as a reality in progress, in transformation” (Freire, 1970, p. 64).
Copyright Sophie Wang 2011. This work is the intellectual property of the author. Permission is granted for this material to be shared for non-commercial, educational purposes, provided that this copyright statement appears on the reproduced materials and notice is given that the copying is by permission of
the author. To disseminate otherwise or to republish requires written permission from the author.
Group Discussion 1
Would these wonderful downloadable worksheets work for your students?
If yes, how would you incoporate them into a lesson plan?
How many of you have a smartboard in your literacy classroom?
There are peer-review journals dedicated to EAP/ESP. Do you know any journals for ESL literacy?
What is the power status of literacy students?
What would you do if you are new to teaching literacy and you can’t find suitable materials from libraries or peer teachers?
To access this presentation online, go to Prezi.com and search for Critical Pedagogies, Web 2.0 and Interactive Phonics.
Presentation Code: SAZ