ELL+and+Wikis

Learning Challenge: ELL Web 2.0 technique: Wikis
 * 1) Choose **ONE learning challenge** and **ONE web 2.0 technique**. (for example an ELL and podcasting, or ESL and blogging)

2. Describe why a disabled person would benefit from using the web 2.0 technique that you selected. An English Language Learner (ELL) needs opportunities to express themselves in their new language. Wikis can provide a less threatening way of sharing ideas because the student doesn’t need to vocalize their thoughts, but can instead type them. To encourage vocalization, a student can record themselves, and rerecord if they are dissatisfied, and post that audio file to the wiki without feeling that s/he had to say it correctly the first time face-to-face with someone. Students both ELL and non-ELL, native speaker, could collaborate together, share writings, help each other edit, listen to one another read their stories after recording voices using Audacity, and they could do this from home or school with an Internet connection. This kind of writing would be the ultimate class interactive writing where students were collaborating with each other to make their stories the best they could collectively be.

3. Describe the barriers that the disabled person would face trying to use the web 2.0 technique you selected. A barrier an ELL would face would be the lack of vocabulary of the new language, English. However, with translation tools, online dictionaries, and the Internet, it allows the English Language Learner to work in their “home language” when needed. Barriers students, in general, would need to overcome would be the proper use of the wiki and tools, spelling, and the need for taking turns when editing the wiki pages when working with a group.

4. Describe what it would take for the disabled person to be able to use the web 2.0 technique you selected. This may involve assistive technologies, or assistance from another student, the teacher or an assistant. For an ELL student to use Wikis, translation tools, online dictionaries, audio recording (Audacity), etc. s/he would need to be directly instructed in the use of such resources. Small groups could be implemented and these groups could work collectively on one piece, or they could work editing each other’s pieces. Native English speakers would be a part of the group along with any English speakers that may know some of the ELL’s “home language”.

5. Credit your information source(s). []

**Using Wikis with English Language Learners by Stacy Green **
English Language Learners (ELLs) are national origin minority students with limited English proficiency (LEP), many of whom struggle to learn in classrooms where English is the primary language. One of the most dramatic changes in education has been the increase in the number of students whose first language is not English. Data from the National Clearinghouse for English Language Acquisition & Language Instruction Educational Programs demonstrate the magnitude of growth in the enrollment of ELL students in the Southeast. South Carolina, for example, had a 521.5% increase in the enrollment of students whose first language was not English. How can teachers meet the learning needs of these students?

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">A wiki is a website which allows its users to add, modify, or delete its content via a web browser. Most wikis are created collaboratively. A wiki invites all users to edit any page or to create new pages within the wiki’s Website. A wiki looks to involve the visitor in an ongoing process of creation and collaboration that constantly changes the Website content.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">There are many useful ways in which Wikis can be utilized in the classroom with ELLs. A wiki can be used as a group project. One student can upload a report while other students in the group can upload images and videos to the project. Wikis can also be used as an online glossary. These glossaries can encourage students to create interactive online glossaries for vocabulary. Students can work individually or as a group to create post and edit information. Explanations of glossary terms can include native language translations, video clips, illustrations, audio recording and web links.

<span style="font-family: 'Times New Roman','serif'; font-size: 16px;">References: <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Wikipedia - [] <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">Empower English Language Learners with Tools from the Web by Lori Langer de Ramirez. <span style="font-family: 'Times New Roman','serif'; font-size: 16px;">National Clearinghouse for English Language Acquisition - []