This course explores technologies that support language development as well as academic achievement for K-12 English language learners. Emphasis is on technologies that support English language development and communication skills, such as dedicated software programs, websites, and other technology resources. In addition, participants will learn how technologies that were developed for other purposes, such as word processing, can be used in targeted ways to promote English language development. Participants will benefit from numerous resource links for improving English Language Instruction through the use of technology.
- Provide a rationale for using language learning technologies to support ELLs' English language development and academic achievement in English. Explain the role of input, interaction, and output in learning second languages. Describe the principles of content-based instruction for language development.
- Identify the major phases in the field of language learning technology, or CALL. Identify the major CALL organizations and their resources and evaluate software for functionality and content.
- Describe various technologies that support content-based instruction, including native language resources and resources that provide suitable input, interaction, and output for learning and demonstrating mastery of content, depending on the learner's level of English proficiency.
- Describe various distance learning technologies and how they might be applied to teaching ESL, including course management systems (Blackboard, Moodle) and integrated online courseware (Elluminate)
- Identify quality indicators for distance learning programs, pedagogical principles for engaging distance learning courses and various distance learning resources
- Describe computer-mediated communication that facilitate language learning including, videoconferencing, instant messaging, bulletin boards, e-mail and social networking sites.
This online course is experiential and interactive. Participants will engage in a variety of activities to learn, practice, and apply the skills outlined in the course. This will include workbook exercises, short answers that are reviewed by a moderator, quizzes, observation and analysis of lessons, coaching interactions with a coaching partner that include feedback and analysis of both the lesson and the coaching episode. A final exam is also a part of the course. Participation in all of these areas is necessary for students to successfully complete the course with a passing grade.
Upon completion of the course, students can decide if they would like to receive credit and from which university they would like to receive credit. Please see University Affiliations under the Information Center for the cost per credit.
- 1.a Building an instructional framework for language learning technologies
- 1.b Learning a Second Language: Critical Elements
- 1.cInput, Interaction, and Output: A Closer Look
- 1.d Content-Based Instruction
- 1.e How Instructional Technology Supports Ideal Learning Conditions for ELLs
- 1.f Supplementary Material
- 2.a What can teachers of ELLs do with Language Learning Technologies?
- 2.b Using LLT's During Classroom Instruction
- 2.c Using LLT's to Supplement Classroom Instruction
- 2.d Using LLT's to Complement Classroom Instruction
- 2.e Using LLT's for Self-Directed Study
- 2.f Supplementary Material
- 3.a Which comes first, the technology or the teaching?
- 3.b Multiple Intelligences and Learning Styles
- 3.c Language Learning Pedagogy Part 1: Instruction SLA
- 3.d Language Learning Pedagogy Part 2: Naturalistic SLA
- 3.e Putting It All Together
- 3.f Supplementary Material
- 4.a How do I judge the quality of a language learning technology?
- 4.b Sources of CALL Software Evaluation Criteria
- 4.c Technology Features of Instruction Software
- 4.d Content Features of Instruction Software
- 4.e Content of CALL Software and Web Resources
- 4.f Supplementary Material
- 5.a Developing Oral Proficiency Skills: Listening Part 1
- 5.b Developing Oral Proficiency Skills: Listening Part 2
- 5.c Developing Oral Proficiency Skills: Speaking
- 5.d Developing Oral Proficiency Skills: Pronunciation
- 5.e Developing Vocabulary
- 5.f Supplementary Material
- 6.a Developing English Reading Skills, Part 1
- 6.b Developing English Reading Skills, Part 2
- 6.c Developing English Writing Skills
- 6.d Developing English Grammar skills
- 6.e Comprehensive ESL Programs
- 6.f Supplementary Material
- 7.a Exploring Differentiated Instruction
- 7.b Content-based Instruction and Authentic Materials
- 7.c Sheltered Instruction and the SIOP Model
- 7.d Teaching content to ELLs in Mainstream Classes
- 7.e Heritage and Native Language Instruction
- 7.f Supplementary Material
- 8.a Presentation and Communication Tools
- 8.b Interactive Tools
- 8.c Word Processors and Desktop Publishing Tools
- 8.d Web Page Editors and Wikis
- 8.e Blogs and Podcasts
- 9.a Teaching and Learning Resources
- 9.b Nutta's Principles of Dynamic Distance Learning
- 9.c Course Management of Programs for Distance Learning
- 9.d Distance Learning for ESL
- 9.e Blended Courses for ELLs
- 9.f Supplementary Materials
- 10.a Computer-mediated Communication
- 10.b Synchronous CMC
- 10.c Asynchronous CMC
- 10.d Using CMC to Develop Writing and Speaking Skills
- 10.e Internet Safety
- 11.a Distance Communication and Learning Technologies
- 11.b Training, Support, and Resources for Instruction Technology
- 11.c General Teaching Resources
- 11.d Course Management Systems
- 11.e Grading Programs
- 12.a Language labs
- 12.b Guidelines for Integrating LLTs into Instruction
- 12.c Checklist for Incorporating LLTs
- 12.d Diverse Classroom Contexts
- 12e. Summary and Review
- Final Exam