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Teaching English as a Second Language with Technology: Making Appropriate Pedagogical Choices
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Author(s): Kate Mastruserio Reynolds (University of Wisconsin-Eau Claire, USA), Ingrid Schaller (University of Wisconsin-Eau Claire, USA)and Dale O. Gable (University of Wisconsin-Eau Claire, USA)
Copyright: 2006
Pages: 23
Source title:
Handbook of Research on Literacy in Technology at the K-12 Level
Source Author(s)/Editor(s): Leo Tan Wee Hin (National Institute of Education, Singapore)and R. Subramaniam (National Institute of Education, Singapore)
DOI: 10.4018/978-1-59140-494-1.ch035
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Abstract
All U.S. states have standards that require the inclusion of technology into the classroom (Rodriguez & Pelaez, 2002; Abdal-Haqq, 1995; Wright, 1980). Kindergarten-12 teachers face bourgeoning state-mandated curricula that they are required to teach each year. These curricula leave little room for specific computer literacy or technology instruction. Therefore, teachers must achieve both sets of expectations, (i.e., standardized curriculum and technology standards integration), simultaneously and without losing sight of the main content-area focus. This situation is more complex for ESL teachers. ESL instructors’ goals are two-fold: (1) the content or subject of instruction, and (2) language acquisition.This chapter will outline the various constraints and challenges that K-12 teachers face when attempting to include technology into their classrooms. Then, a variety of ways to integrate technology while maintaining a content and language acquisition focus by providing practical, accessible, and user-friendly resources, activities, and tips for inclusion will be proposed. Finally, learner encountered resulting from a productive mixture of content and technology in English as a second language (ESL) classes will be shared.
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