Inquiry Qu #1 & answers (English Language Learners and Literacy)

Charlotte Wesley-Musonda

Inquiry Group Essential Question & 1 source

Qu.: What are effective uses of educational technology in English as a Second Language instruction?

In beginning the exploration of my inquiry question, I found an online article in the Educational Technology and Change Journal entitled “ESL/EFL Teachers and How they Use Technology”.  The article author interviewed several teachers to discover their best practices and caveats regarding technology use in the ESL/EFL.  First of all, however, it is important to draw the distinction between ESL (English as a Second Language) and EFL (English as a Foreign Language) instruction, because the distinction determines the type and amount of technology available.  ESL is the teaching of English in an immersion environment, in a country where the primary language is English and non-native speakers are learning.  EFL is English language instruction in a non-immersion environment, i.e. in a country where English is not the primary language.

In an immersion (ESL) environment, many teachers incorporate English instruction with computer skills training in a computer lab setting.  Other effective uses of computer labs in ESL instruction include grammar, reading and listening comprehension exercises. Monitored use of “Pronunciation Power” software was found to be effective as well. It was further noted that computer lab use can be especially helpful for reading comprehension. 

In the ESL or EFL classroom (as opposed to a computer lab setting), many teachers found the use of computers with projector to use for DVDs and PowerPoint presentations effective. Teachers also use camera to provide photo and video enhancement of lessons. Cameras are also used with projectors to share student work and other documents, eliminating the need for an overhead projector and making transparencies. To increase the ESL /EFL classrooms interactivity, the use of interactive whiteboards and clickers (Student Response System) was suggested. Outside of class, many teachers use email, wikis, blogs and social networks such as “Ning” (online platform for people to create their own social networks) and even Skype with chat function to augment instruction.

Bibliography:

Zimmerman, Lynn. “ESL/EFL Teachers and How They Use Technology”, Educational Technology & Change (etc) Journal, June 3, 2009. (http://etcjournal.com/2009/06/03/esleft-teachers-and-how-they-use-technology )

Content Area Blog websites #2

Content Area Blog

Charlotte Wesley-Musonda  EDU 551-50

February 21, 2011

I am teaching a grade 10 level U.S. History unit on the internment of Japanese Americans during World War II.  In addition to three book sources to supplement the textbook, I have chosen the two websites below to provide additional perspectives on the internment.

 

1. “Letters from the Japanese American Internment”, correspondence between San Diego librarian Clara Breed and young internees. Smithsonian Institution.

http://www.smithsonianeducation.org/educators/lesson_plans/japanese_internment/index.html

Retrieved February 21, 2011.

I would assign a letter to each student to read and write a short reflection comparing the letter to what they have learned factually about the Japanese-American internment and conditions in the camps.  The reflections would be shared with the class.

JARDA: Japanese American Relocation Digital Archives

http://www.calisphere.universityofcalifornia.edu/jarda/

Retrieved February 21, 2011.

I would ask each student to choose a work of art (painting) contained within the website and write a reflection on what the artist is trying to portray and express, and to compare/contrast the scene in the painting with what the student has learned about the internment from factual sources. The reflections would be shared with the class.

At the end of the unit, the students’ reflections will be compiled into a PowerPoint presentation, or into an online document where they can post comments on each other’s work.

Revised Annotated Bibliography Prospectus

Charlotte Wesley-Musonda EDU 551-50            February 14, 2011

Annotated Bibliography Prospectus:

I would like to teach a unit on the internment of Japanese Americans during World War II as part of a high school U.S. History course. I searched for three trade books to support the unit, and came up with more than three possibilities.  I requested all of the books from my local library and reviewed them to choose the three most appropriate items to use for the unit.  The revised annotated bibliography prospectus is below.

Cooper, Michael. (2000). Fighting for Honor: Japanese Americans and World War II. New York: Clarion Books.

(Young Adult, 1040L)

Houston, Jeanne Wakatsuki, and Houston, James D. (1973). Farewell to Manzanar. New York, NY: Random House.

            (Young Adult, 1040L)

 Sakurai, Gail. (2002). The Japanese American Internment Camps. New York, NY: Children’s Press.

             (Juvenile)

Yancy, Diane. (1998). Life in a Japanese American Internment Camp. San Diego, CA: Lucent Books.

             (Ages 12 and up 1040L)

Subtopics for Inquiry Group: English Language Learners and Literacy

Factors that influence literacy development- Natalie
Technology for ELLs: Charlotte
Pre-reading activities/building background knowledge: Anna
Differentiated Instruction: Maggie

Charlotte Annotated Bibliography Prospectus

Charlotte Wesley-Musonda EDU 551-50         February 14, 2011

Annotated Bibliography Prospectus:

I would like to teach a unit on the internment of Japanese Americans during World War II as part of a high school U.S. History course. I searched for three trade books to support the unit, and came up with more than three possibilities.  I’ve requested all of the books from my local library because I would like to make the final decision after looking at them more closely.

Cooper, Michael. (2000). Fighting for Honor: Japanese Americans and World War II. New York: Clarion Books.

Readability: Age 12 and up; 1040L

Donlan, Leni. (2008). How Did This Happen Here? History Through Primary Sources. Chicago, IL:  Raintree.

(More advanced?)

Grunenewald, Mary Matsuda. (2005). Looking Like the Enemy: My Story of Imprisonment in Japanese-American Internment Camps. Troutdale, OR: New Sage Press.

(Young Reader’s Edition)

Lange, Dorothea. (2006). Impounded: Dorothea Lange and the Censored Images of Japanese American Internment. New York: W.W. Norton.

(General audience?)

Larson, Kirby. (2010). The Fences Between Us: The Diary of Piper Davis. New York: Scholastic.

            (Juvenile)

Sakurai, Gail. (2002). The Japanese American Internment Camps. New York, NY: Children’s Press.

            (Juvenile)

Last Witness: Reflections on the Wartime Internment of Japanese Americans, 1^st Ed. (2001) New York: Palgrave.

            (Advanced)

Houston, Jeanne W. (1973) Farewell to Manzanar: A True Story of japanese American Experience During and After the World War II Internment. Boston, MA: Houghton Mifflin.

            Age 12 and up

Hello blog world....nothing weird to muse about yet but it will come....hopefully....