Inquiry Group Essential Question #2 & 1 source

Charlotte Wesley-Musonda

March 21, 2011

Inquiry Group Essential Question #2 & 1 source

Qu.: How can educational technology enhance English as a Second Language student comprehension and interest?

I continue to look for ways in which technology can enhance English as a Second Language (ESL) instruction, and in this case specifically, how language comprehension and interest can be increased.  In my search, I found that Brigham Young University’s Technology Assisted Language Learning Group has developed a dramatic narrative component of it ESL program. Previously, the group had developed 3-5 minute videos to introduce specific language tasks, i.e. for greetings and introductions. However, the group found that the short video clips were not involved enough to hold learners’ interest, nor did they teach language tasks in rich context.  To combat the problem of “decontextualization”, the team began producing dramatic narrative videos approximately 45 minutes long.  Each video included about 12 language tasks embedded in natural context with dramatic interest. One video, entitled “Fronk”, was a comedy about a high school student from Eastern European living with his mother in the United States. The video follows Fronk as he moves to a new school and tries hard to make friends and fit in.

"Fronk"

The videos were produced using BYU’s theatre students as screenwriters and actors. First, the story lines were written for dramatic impact, although screenwriters were required to prominently include particular topics, events, and contexts important to instructional goals. The dramatic narratives described in this article illustrate what I think is one of the most powerful uses of video technology in ESL learning.  Students are engaged in the content, and learn material in meaningful and extended context.  After learning the topics, events and contexts of a video, increasing listening comprehension and improving contextual decoding, students can extend their learning of academic English by writing structured responses to the material.  They can also write and record their own short narrative dramas, based on what they have viewed. Examples could include altered plot lines and endings, prequels and sequels.

Bibliography:

South, Joseph P., Gabbitas, Bruce, and Merrill, Paul F. “Designing Video Narratives to Contextualize Content for ESL Learners: a Design Process Case Study “. Interactive Learning Environments, v16 n3 p231-243, Dec. 2008.

Retrieved from:

http://www.informaworld.com.ezp.lndlibrary.org/smpp/content~db=all?content=10.1080/10494820802114044

March 14, 2011