Technology and Second Language Learners
Through the use of the Internet, word processors, multimedia, hypermedia and drill and practice programs, students can engage in individualized instruction designed to meet their specific needs and participate in cooperative projects that foster communication with peers in their classrooms and throughout the global community. This article focuses on the promise of technology as a powerful tool for second language instruction and the challenge of training our teachers in its instructional applications.
An examination of the salient characteristics and benefits of a technology-enriched curriculum for second language learners underscores the pivotal role technology can play in second language teaching. Research in second language acquisition (Krashen, 1989) has clearly suggested the need of comprehensible input in order for second language learning to take place. Perhaps the single most important role of the second language teacher is to act as a facilitatory in providing this intensive input. Traditionally, teachers have relied heavily on the use of pictures, realia, and gestures to convey meaning to beginning learners. The computer with its Internet and hypermedia capabilities is a powerful addition to the second language teacherıs resources. Computers utilize a multi-sensory collection of text, sound, pictures, video, animation, and hypermedia to provide meaningful contexts to facilitate comprehension. Technology is equally important in the sheltered, academic-area classrooms where its ability to provide comprehensible input serves as a scaffold to support students as they study academically challenging subject matter (Bruner,1986).
While anxiety and lack of motivation can impede language learning by acting as filters blocking comprehension (Krashen, 1989), technology can assist teachers in creating a supportive affective environment in the classroom. The interactive game features of computer programs and the exploratory quality of the Internet motivate students to use their second language. The untiring, non-judgmental nature of the computer makes it an ideal tool to help second language learners feel sufficiently secure to make and correct their own errors without embarrassment or anxiety.
Technology can provide students with language experiences as they move through the various stages of language acquisition. Beginning with the use of multimedia to provide comprehensible input in the pre-production or silent period, students progress to programs that require limited responses, and in the more advanced stages use their second language as they manipulate technology to solve a problem or complete a task. English as a second language students around the world can, for example, sample and record pollution conditions in their communities and employ the Internet to discuss their findings and publish a collaborative report. Sister schools across continents can communicate electronically to discuss daily happenings. Interactive video and simulation programs of real life experiences foster critical thinking and problem solving. It is through such technology-based experiences that students develop communicative competence by using English both productively and receptively in unrehearsed contexts.
For several years, ESL writing classes have utilized technology to support the writing process approach. Computer-generated prompts, outlines, and other graphic organizers can be used for brainstorming and clustering. On-line databases offer students access to information on unlimited topics. Writing pen pals via electronic mail or chatting on the World Wide Web provides students with authentic audiences that serve as motivation for revising and editing their writing. Desktop publishing and hypermedia authoring programs give students a sense of pride of ownership and build self-esteem as students publish attractive papers and reports. Authentic assessment is possible through a collection of student work in electronic portfolios. In addition to the samples of their work, students can import videos that explain their work and offer reflections on what they have learned.
Though most drill and practice programs have the disadvantage of focusing on form over function, such software can be valuable in reinforcing class instruction and providing focused practice of specific skills. Pronunciation programs allow second language learners to visually compare the voice patterns of their speech with that of a native speaker. Drill and practice software can be programmed to adapt to the language proficiency level of each student, supplying corrective advise and self-paced practice in grammar and vocabulary development. With individualized reading programs, students can select the difficulty level of the text as well as the speed of timed-readings. Today's individualized instruction utilizes multimedia to provide simultaneous practice of all skill areas -- listening, speaking, reading, and writing. Students can, for instance, read and listen to a story before writing and recording their own versions of a similar story. Programs with theme-based vocabulary embedded in context assist the learner in focusing on meaning before practicing form. Games provide additional motivation to individualized instruction by challenging students to move to the next level of mastery. Record keeping features assist the teacher and students in assessing the students' progress and designing future plans of study.
The technology-enhanced curriculum employs multiple modalities to meet the needs of students with different learning styles and strategies. The aural, visual, tactile and kinesthetic learners have access to a variety of computer-based activities that are well suited to their preferred learning styles. As students perform diverse tasks with the computer, they broaden their repertoire of metacognitive, cognitive, and affective learning strategies (Bickel and Truscello, 1996).
The benefits of computer-based technology for second language instruction constitute a compelling argument for comprehensive teacher training in the classroom use of technology. Research, however, suggests that colleges and universities continue to produce teachers who do not have adequate skills in utilizing computers for instructional purposes (Dell and Disdier, 1994; Woodrow, 1993). Moreover, there is growing evidence that second language learners have less access to technology-enriched instruction than native English speakers (Hunt and Pritchard 1993, Skeele, 1993).
The question then arises as to what contribution TESOL master's programs are making towards successful training of teachers in classroom application of technology for instruction of second language learners. In a survey of 153 TESOL master's programs in the United States (Butler-Pascoe, 1995), 109 administrators responded to questions concerning the role of technology in their programs. The findings indicated that while TESOL master's programs had begun to integrate computer technology into their curricula, they had done so in limited numbers and scope. Forty-two percent of the TESOL programs did not utilize any type of computer technology. Only 25% of the programs offered methods courses that provided teachers with the skills needed to integrate computers into their classroom teaching. The unfortunate consequence of this limited training was that fewer than one-fourth of the teachers serving second language learners used computers in their teaching, and insufficient training was cited as a primary reason for their failure to do so (Hunt and Pritchard, 1993).
There were, however, some encouraging findings regarding course offerings. Fifty-eight percent of the TESOL programs surveyed indicated some degree of progress in infusing technology into their programs. Eighteen percent offered a course specifically in computer-assisted language learning (CALL), and over 35% offered courses that utilized computers for research purposes.
In an investigation of the applications modeled in the TESOL curriculum, the three most frequently cited word processing, drill and practice software, and generative programs for English language development -- require not only a proficiency with the software programs but also an understanding of the pedagogical issues involved in their use. Teachers need extensive training and practice with these applications in order to develop classroom lessons that capitalize on the strengths of the computer as a medium of instruction. The modeling of instructional uses of telecommunication networks reported by 26% of the respondents and of multimedia by 21% suggested a growing recognition of the potential of these tools in second language teaching.
Over 21 % of the TESOL programs reported providing instruction in the use of software that was appropriate for subject-area instruction for second language learners. Many states now require pre-service and in-service training in delivering specially designed academic instruction delivered in English (SDAIE). Computers can clearly play a major role in allowing students to engage in academic tasks that focus more on their intellectual abilities than their language limitations.
This survey revealed the limited progress yet promising potential of TESOL master's programs for teacher training in the effective use of technology in the classroom. Considering the multitude of benefits second language learners derive from a technology-enriched curriculum, the task of adequately training their teachers in its application is a challenge that we dare not ignore.
References
Bickel, B. and Truscello, D. (1996). TESOL Technology: New Opportunities for Learning: Styles and Strategies With Computers. TESOL Journal, pp. 15-19.Butler-Pascoe, Mary Ellen. (1995). A National Survey of the Integration of Technology into TESOL Master's Programs. Technology and Teacher Education Annual, pp. 98-101.
Dell, A., & Disdier, A. (1994). Teaching future teachers to enhance teaching and learning with technology. In J. Willis. Bernard Robin, & J. Willis, (Eds.), Technology and Teacher Education Annual, 1994 (pp. 178-182). Charlottesville. VA: Association for the Advancement of Computing in Education.
Hunt, N., & Pritchard, R. (1993). Technology and language minority students: Implications for teacher education. In D. Carey, R. Carey, D. Willis, & J. Willis (Eds.), Technology and Teacher Education Annual, 1993 (pp. 25-27). Charlottesville, VA: Association for the Advancement of Computing in Education.
Krashen, Stephen. (1989). Language Acquisition and Language Education. New York: Prentice Hall International.
Skeele, M. (1993). Technology and diversity: Resolving computer equity issues through multicultural education. In d. Carey, R. Carey, D. Willis, & J. Willis (Eds.), Technology and Teacher Education Annual, 1993 (pp. 14-18). Charlottesville, VA: Association for the Advancement of Computing in Education.
Woodrow, J. (1993). The implementation of computer technology in preservice teaching. In D. Carey, R. Carey, D. Willis, J. Willis (Eds.), Technology and Teacher Education Annual, 1993 (pp. 368-373). Charlottesville, VA: Association for the Advancement of Computing in Education.