ELL+and+Blogs

I have a student in my classroom who is a Ugandan refugee. We don’t really know how old he is – we think he is 15 but that is just a number that was put on his immigration papers. He is in the 7th grade classes but has only had formal education for the past 2 years. So in two years time he has not only learned how to read, write and speak English but has also been exposed to and learned about math, geography and science concepts. This is an incredible amount of information and I decided to see how and if blogging would benefit ELL students.

Blogs have audio, text and visual components so therefore will benefit all students but especially ELL. Often times when working with ELL students we fail to recognize the fact that even ELL students have different learning styles. One of the benefits of a blog audio post, or podcast, is that students can listen multiple times and at their own pace. This will help them to understand nuances and to become more fluent. Audio posts also delete the need of asking for repeated directions from the teacher. When posting text comments, students will take more care in what they are writing because they know that their peers will be reading again, creating a better understanding of the English language.

The main barrier to this technology is access. While students will have access to this technology during the school day there are many homes that do not have computers never mind internet access. Students will have to be encouraged to visit their public libraries to use computers. Another barrier I see is the blog program itself. Teachers will have to know how to set up and maintain a blog. Students need to know how and where to access information and how to post comments. These barriers are more easily addressed through professional development programs, teacher resources and using prior student knowledge of blogs. To help students understand blog use, encourage students to share their knowledge and help other students who need it. Students do love to teach and help others – regardless of ability level.

[] This article provides great examples of how, when and why to use blogging with ELL students

Here are some blogs I found devoted to ELL students [] - this blog has links to many different resources to help ELL students learn through the use of blogs. Excellent resource. [] - this blog has a link to a lyrics page. Songs are a fabulous way to engage students and a wonderful way to help ELL students. [|http://acliltoclimb.blogspot.com] - I really like this blog because it has a science section with text, audio and games.

In this global society, social media has become a part of the culture. Economic restrictions aside, I would argue that no matter the person’s ethnic background, they have most likely been exposed to some sort of a social media platform. The use of social media in the classroom is more prevalent than ever. It makes sense that educators would look towards social media outlets to engage their English Language Learners (ELL). ELL students have the same dreams and desires as English speaking students. As educators adapt to the new demands of a technologically advanced world, they begin to embrace innovative teaching strategies that utilize the tools of their students’ cultures. Likewise, they search out ways to engage ELL students through authentic interactions. At this time in our society, nothing seems to be more authentic than using social media to teach the language. One benefit of using social media with ELL students is that it encourages them to express themselves. According to the National Association of Education, language acquisition is optimum when students are able to fully participate in the classroom. This may be difficult for students who are apprehensive to share their new language. Writing outlets such as blogs provide students opportunities to interact with each other without the fear and insecurities associated with speaking a new language.

Teachers are able to create blogs and have student contribute to regular posts. On these blogs, students share their ideas and interact with their peers. Through these interactions, students learn a little bit about themselves and each other. Because these interactions are non-threating and authentic, ELL students begin to build the confidence they need to interact within their new English-speaking classrooms. As they use writing for genuine communication, they may show progress with other language skills such as speaking and listening. ELL students may find it difficult to confidently write their new language. One way to combat this barrier would be allowing them to start with some speech to text software. This would permit them to “see” their language in the written form as well as encourage them to practice speaking.

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