Electronic Education: Bridging The Gap
Using
language learned in the classroom in the world outside the classroom
can be a challenge for many learners. Learners may be shy, lack confidence,
or they may have limited opportunities to use English outside the classroom
in meaningful and communicative ways. Teachers can structure activities
to bridge the gap between using English in class and its use in real
life situations outside the class. This article describes how project-based
learning, using the Internet, and viewing videos can make this bridge.
Project-based
learning
Project-based learning is an instructional approach that contextualizes
learning by presenting learners with problems to solve or products to
develop. Initially, learners select a topic that reflects their interests
and concerns. Next, the teacher acts as facilitator as the learners
make plans to complete the project, do any necessary research, and develop
the product. Finally, the learners share the results with others. The
amount of support provided by the teacher depends on the language proficiency
level of the learners and their experience working with others in such
contexts.
Project-based
learning places learners in situations that require authentic use of
language in order to communicate. When learners work in pairs and teams
they find they need skills to plan, organize, negotiate, make their
points, arrive at a task, and decide how information will be researched
and presented. These skills have been identified by both learners and
employers as skills needed to be successful in life and on the job.
Evaluation and assessment can be built in to project-based work. Teachers
can observe the skills and knowledge that the learners display as they
carry out their projects. Learners can reflect on their own work and
that of their peers through discussion and journal writing. They can
comment on how well the team works, how they feel about their work and
progress, and what skills and knowledge they are gaining. This ability
to identify or label learning that is taking place builds life-long
learning skills that will serve the learners as they move from the classroom
into the real world.
Using
the Internet
The Internet is an excellent source for authentic language learning
experiences. Websites provide information on a wide variety of topics
and interests that can enable learners to build language skills. Web-based
activities can include electronic field trips to museums and historical
sites; comparison shopping online; and finding information about health,
home buying, or travel. Learners can skim and scan for information and
then synthesize it for other learners. They can send email messages
to request more information, post comments on bulletin boards and guest
books, or provide information about themselves.
As
with any language teaching tool, Web-based activities should have a
clear focus. Additionally, an introduction to the Internet will make
the difference between having an overwhelming or a manageable experience.
Because Web-based materials are not necessarily accurate or truthful,
learners should be taught to consider the source and question the veracity
of what they have read. Then have them perform the activity online,
locating the sources and gathering the relevant information. Next, have
them process the information by organizing what has been gathered from
multiple sources to present to others. Finally, have them evaluate the
information as well as the process they used. The analyzing and evaluating
that learners do when using the Web is similar to what employees do
at today’s workplace as they gather information from varied sources.
Viewing
Videos
Video combines visual and aural stimuli to provide context for learning.
Both instructional videos (those created for use in educational settings)
and authentic videos (those produced to be broadcast to or viewed by
the general English-speaking public) can provide a realistic view of
American culture and a compelling story line that will motivate learners
to stretch their comprehension. Using authentic videos in the classroom
can allow learners to evaluate a medium they use in their daily life.
Just as learners need to develop critical literacy skills to analyze
what they read in order to distinguish fact from fiction, or to identify
an author’s position on an a topic and compare to their own, they
also need to be able to do this with the movies, television programs,
and news broadcasts they see and hear. Learners need to know why they
are viewing a video (e.g., to understand work expectations in the United
States, to learn ways parents can help their children at school). After
viewing a video, learners may discuss and do consensus building and
problem-solving activities with issues raised in the video. Finally,
they may complete projects that take them to the larger community to
interview employers, teachers, or other immigrants.
For additional information on project-based learning, using the Internet, and viewing videos in the adult ESL classroom contact the National Clearinghouse for ESL Literacy Education (NCLE) at www.ncle.org; www.cal.org/ncle; (202) 362-0700, ext. 200
Miriam Burt and Carol van Duzer, Center for Applied Linguistics, Washington DC