Web+2.0+and+Second+Language+Learners

= WEB 2.0 and Second Language Learners = ====Parallel to the “revolution” in technology that we’ve been experiencing over the past two decades there seems to be a “revolution” in language. As advances in technology makes travel easier, communication instantaneous and ubiquitous, and populations more homogeneous, the English language is becoming the common language. English could soon become the requirement or passport of this new “Flat World” as Thomas Friedman calls it. In the United States alone it is estimated that over 25% of the population will speak a mother tongue other than English at home within the next 10 years and be in need of acquiring the English language for success in school, business and the social arena. It is not an exaggeration to say that access to and acquiring the English language could be a key ingredient for citizens in the 21st century, everywhere in the world. The ability to speak, write, and communicate in English can also be a catalyst for life long learning that many advocate we should follow. ==== ====As detailed in [|www.ldldproject.net] a website that reports the outcome of the Language Minority Assessment Project, at Lesley University // Center for Special Education, //“It takes time for school-aged children to learn a new language (Hakuta, Butler & Witt, 2000): ====
 * Up to two years for social language


 * Five to seven for academic language. (Cummins, 1981a)


 * Later research suggests that it may take up to 10 years for academic language.”

====In the “Essential Understanding” section of the site, researchers go on saying that, “Spoken fluency (ease of production) in English as a new language is not the same as language proficiency (understanding, speaking, reading, and writing at a level equivalent to a native English speaker of the same age).” That is, just because a student can already speak a bit of English or seems to understand what a person or teacher is saying does not necessarily mean that the same student is competent in other areas of use of the language. ====

====With the two main ideas mentioned above – English learning being time consuming effort and that it is an essential competency in today’s world – we can look at some of the Web 2.0 tools available to English learners in order make the experience less expensive, more accessible, and less time consuming. ====

__ Less Expensive __ :
====The Internet offers a very interesting business model where many services can be free of charge or cost very little. Although there are web sites for English learners that have a substantial cost attached such as [|www.lexialearning.com], [|www.typetolearn.com] or [|www.natural-reader.com] there are many others that are free and can be used by English learners. For example, [|www.youtube.com] and [|www.schooltube.com], are free sites with user-generated content that if used properly can aide English learners. [|www.google.com] also features Google Translate a feature that people can use translate text, into translated text and voice. ====

** __More accessible__: **
====** T ** he Internet is like New York – it never sleeps! Web 2.0 offers the possibility to experience English without the need of travel. Even without the need of leaving home or bedroom. ====

__ Less time consuming __ :
====Because of the ease of accessibility of Web 2.0 tools for English learners, it may take less time for someone to learn the language. Also one can access information during “down time”. That is, when a person is on a work break, weekend or a holiday freeing up time for more pressing tasks such as taking care of the family or work. Moreover Web 2.0 provides the flexibility so that users can learn the language when they want or where they want. ====

====Two other important features of Web 2.0 for language learners are the response and the repeatability that the Internet can offer. Because many of the Web 2.0 features are user generated, one can get feedback from other users, which can help with understanding and direction. Repeatability comes because of the ease of replaying or reusing the specific items a learners needs. ====

====Having ESL students use Web 2.0 as a resource and learning tool can be very effective as my colleague has already pointed out. When teachers have a certain subject that they are teaching, they are encouraged by the administration to teach "across the curriculum." Not only are the ESL students able to advance in their knowledge of the English language, but they are also allowed to pick up on computer/technology skills. If the students are allowed to participate in Web 2.0 site during their ESL period they will be advancing in a computer/technology/keyboarding class as well. With the emergence in technologies there is a great emphasis put on the understanding of computing and understanding how to navigate the internet.====

====In this day, social networking sites are very popular among students. Most of their leisure time is spent checking up on friends and socializing via the internet. What better way to meet the students half-way? These ESL students are just like every other student that walks through the hallway, in that they rely heavily on their social interactions. Having the Web 2.0 as a resource in the classroom allow the students to have that social interaction that they so desperately need. If ESL teachers allow these students to communicate with other students that are ESL students their is a great possibility that learning will take place.====