ELL+Barriers+to+Web+2.0

I am writing this from my personal perspective as a teacher. ELL (English Language Learners), as defined by the SouthEast Initiative Regional Technology in Education Consortium (SEIR-TEC) are “national origin minority students with limited English proficiency”. I usually have up to eight students that have varying levels of language proficiency. This year I have only three ELL students, one completely non-English speaking.

Lack of technological experience is one of the primary ELL barriers to Web 2.0. Many ELL students come from poverty stricken, third world countries where technology is not available or accessible and they lack essential computer knowledge and skills. The students rarely have computers with Internet access at home and do not know about the free use of Internet accessible computers at community centers and local libraries or lack the means to visit these facilities on a regular basis. Their lack of computer skills puts them at a disadvantage in the classroom, where they will be unable to keep up with digital native computer users. Frustration may cause them to give up and appear disinterest.

Not knowing the English language and speaking their native language at home is another major barrier to Web 2.0. Haynes notes that ELL students may master classroom social language in one to three years. Students that come into this country do seem to pick up the spoken language very quickly. They may even begin to read words at a quick pace, which may trick a teacher into thinking that a student is progressing, but it is just word call. It can take up to three to five years for an ELL, immersed in English, to develop comprehension. Depending on the ELL’s literacy level in their home language, however, it may take five to ten years to reach grade-level in English. Sitting a student in front of a computer is not going to be the magic pill for students to learn the English language. Even using //Rosetta Stone//, the student needs one-on-one assistance from the teacher to ensure the student is learning how to speak the word properly and fully grasps the concept of the meaning. In addition, general education students do a lot of researching on the internet. If an ELL does not understand the language, they will be lost in the tremendous amount of language on a website page.

Computer technology skills and language are surmountable Web 2.0 barriers for ELLs. Partnered with a bilingual buddy and given more time to learn and practice computer skills, ELLs adapt quickly to technology. Online translators and picture dictionaries are helpful in learning terminology. Rego cites listening, speaking, reading, and writing as the essential skill of language. The ELL can find many Web 2.0 resources for practicing and applying these skills with authentic interaction, immersing themselves in common English speech for a basic understanding (blogs, wikis, and social networks). Voice and video tools, such as Skype and Google Voice, allow interaction between ELLs and other persons, allowing them to practice their oral skills. ELLs also have more flexibility in choosing to practice their language skills either synchronously (Skype) or asynchronously on podcasts, discussion boards, and e-mails (allowing them to revise their spoken/written words). ELLs will require an understanding of internet safety and may be directed to a safe e-mail option ([|www.epals.com]). Rego notes “use of written and verbal communication can greatly aid learners in acquiring the target language”.

Resources: English Language Learners and Technology. //SEIR-TEC 7//(7) 2-10//.// Retrieved April 6, 2011 from []

Garcia, G. (2000). Lessons from Research: What is the Length of Time it Takes Limited English Proficient Students to Acquire English and Succeed in an All-English Classroom? Issues & Briefs. National Clearinghouse for Bilingual Education. (5, September 2000). Retrieved April 6, 2011 from []

Haynes, Judie. (2007). Getting Started with English Language Learners. Ch. 2 How Students Acquire Social and Academic Language. Retrieved April 6, 2011 from []

Multilingual Picture Dictionaries: The Internet Picture Dictionary. [] Enchanted Learning. []

Rego, Bernadette. Web 2.0 Tools for Collaborating in Language Education. //Learning Technology 12//(3, pp 12-13).Retrieved April 6, 2011 from []

Robertson, K. (2008). Preparing ELLS to be 21st-Century Learners. Retrieved April 6, 2011 from []

Teaching EFL/ESl Students How to Use Serve Engines and Develop their English of English. [|http://iteslj.org/Techniques/Herington-SearchEngines.html] Learning to find internet information and increasing knowledge

Teaching Search Engines to ESl Students: Avoiding the Avalanche [] Nine practical tips to teach internet search engines with advice for activities to prepare students for the computer.

edited by C. Sue Kindell (Spring 2011)