Text of Blogging in the Foreign Language Classroom Lina Lee University of New Hampshire email@example.com
Blogging in the Foreign Language Classroom Lina Lee University of New Hampshire firstname.lastname@example.org
I never teach my pupils; I only attempt to provide the conditions in which they can learn. --Albert Einstein 21st Century Learning
Transform your classroom into a creative learning space and provide the opportunity for students to collaborate.
Welcome to the 21st Century Learning
Web 1.0 vs. Web 2.0 Web 1.0 (website) One way Authoritarian Passive Static Closed Web 2.0 (blog) Two way Democratic Active Dynamic Collaborative
What is a blog? Weblog (website) online diary/journal Single or multiple authors Postings in a reverse chronological order Read postings and make comments Link to other sources Instant publishing Social networking http://www.youtube.com/watch v=NN2I1pWXjXI&feature=user
Free Blog Hosts Blogger Wordpress Edublogs LiveJournal
How to start a blog?
Write an entry here!
Embed multimedia Images from Videos from Presentations from Add your own voice to a blog Audacity, iMovie, Movie Maker Speaking Avatars Dress Up
Why Blog? Learner autonomy Decision-making; accountability Critical thinking Asynchronous CMC; more time to reflect Sense of community through interaction Broad audience; not just for the instructor Feedback through multiple viewpoints Track progress and keep motivation
Part 1: Blogs
Types? Personal blogs reflective writing, interactive exchange Audio blogs listening and speaking skillshttp://languageaudioblog.blogspot.com/ http://juandialogue.podomatic.com/ http://lisharrypotter.canalblog.com/http://languageaudioblog.blogspot.com/ http://juandialogue.podomatic.com/ http://lisharrypotter.canalblog.com/ Class /group blogs idea exchange, out-of-class discussions Exchange blogs intercultural learning, cross- cultural awareness and understandinghttp://afsblog.org/http://afsblog.org/
Key Questions What do I want my students to benefit from using Web tools? What types of tasks promote meaningful communication and interaction in L2? How should feedback be provided? Who does it?
Keep in Mind Technology itself does not guarantee the success of learning outcomes. Tasks that are linguistically and cognitively suitable for the target learners are essential because they affect significantly the quality of writing and the degree of interaction among students. Lee, L. (2010). Fostering reflective writing and interactive exchange Through blogging in an advanced language course. ReCALL, 22(2), 212-227.
Some Thoughts Intercultural Exchange Overgeneralizations and stereotypes BIG-C vs. small-c Cross-cultural awareness and understanding Reflective writing Traditional compositions Writing for fluency; process as product Critical thinking
According to O Dowd (2006), Telecollaboration is the use of network-based language teaching to connect language learners in different countries for the development of collaborative project work and intercultural exchange (p. 9). Web tools: e-mail, discussion board, text/real- blog time chat, video conferencing, blog, etc.
Len - UNH Online Exchange Participants (Spring 2008) 10 graduate students from UNH, USA 23 undergraduate students from University of Len, Spain Various Web tools Bloggers for group blogs iMovie or Audacity for podcasts Message board for ethnographic interviews, feedback and comments Three different types of tasks
Task #1: Group Blogs Topics Chosen by American Students Topics Chosen by Spanish Students Blog #1: University Life; Stereotypes; Global Warming Blog #1: A City Tour of Len; University of Len and Technology Blog #2: Super Bowl; Crossword Puzzles; Cyberlanguage Blog #2: Night Life in Len University Life; Brief Guide to Spanish Music Blog #3: Political Figures-Obama and Romney; Economics in USA Blog #3: Spanish Films; A Famous Place in Len; Spanish Music Blog #4: University Life in USA; Presidential Debates Blog #4: University Festivals; Smoking; Interviews with University Professors
Task #2: Podcasting Controversial issues Global warming Euthanasia Same sex parents Capital punishment Drug related issues Immigration
Task #3: Ethnographic Interviews Topics Chosen by American Students Topics Chosen by Spanish Students Flattering (Piropos)Capital Punishment Educational System in SpainCinema University Student LifeFree Time Politics in SpainLife in New Hampshire Student Exchange and TravelWeapons in the USA Farewell to Students from LenIraq War
Moodle site in Blackboard
Super Bowl from NH BLOG - UNH
Road to Presidency from UH BLOG - UNH
Vodcast in Blog from NH
Vodcast: Capital Punishment
BLOG - Len
Blog from Len BLOG Len
About Old Part of Len BLOG Len
Tapas and Nightlife BLOG Len
Interviews with Len Students
Podcasts from Len in Moodle
Post-Task: Peer Feedback Read blogs and listen to podcasts No specific instructions on how to provide feedback Peer feedback by Written comments or voice recordings Use of English and Spanish Focus-on-form Linguistic issues and problems
Feedback in Message Board
Direct Feedback from NH
Direct Feedback from Len
Feedback with explanations to NH
Lexical Comment from Len By the way,"mirar la tele" it is not use in Spain, we say "ver la tele". Why is that? I dont know and besides, I think youll never find a logical answer because it should be "mirar la tele" because you are paying attention while you are watching the TV, isnt it?
Lexical Comment from Len One interesting thing about your spanish is that sometimes (not often, I must say) it seems more "mexican" than "spanish" due of the use of the diminutives and because words like "ahorita "linda" or "usted/es" (we spanish people are not so polite as latinoamerican peolple, actually). Dont get me wrong, I find this pretty cool.
Lexical Comments from NH --It was the School of Agrarian Engineering, in the decade of the 80s. ** normally we would just say in the 80's --you have a free day to spend ** instead of free day, use day off --cultural activities during all the day ** the entire day is how we usually express this thought (focus on form by comparing the original against the more native-sounding rephrasing)
Pedagogical Implications Blogging using topic-based tasks for authentic communication and cross-cultural learning Podcasting or voice recordings to build oral skills Expert speakers for linguistic scaffolding Balance between meaning and form Sufficient training and teachers monitoring Lee, L. (2009). Promoting intercultural exchanges with blogs and podcasting: A study of Spanish-American telecollaboration. Computer Assisted Language Learning, 22(5), 425-443.
Places to Find E-partners eLanguages http://www.elanguages.org/ ePals Global Community http://www.epals.com/ My Language Exchange http://www.mylanguageexchange.com/ EXCHANGE A LANGUAGE http://exchangealanguage.com/ Other options Native speakers from other universities in the U.S.
References ODowd, R. (Ed.) (2007). Online Intercultural Exchange: An Introduction for Foreign Language Teachers. Multilingual Matters, Clevedon, UK. Lomicka, L. (2009). An Intercultural Approach to Teaching and Learning French. The French Review, 82(6): 1227-1243.
Personalized Learning Online Journal Personal Reflection
Reflective Blogs Personal blogs over a 14 week period