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Role of the Web in ESL/EFL
This site was presented as part of a CALL-IS discussion planned for TESOL 2005, San Antonio TX, Mar. 31, 2005
Thomas Leverett, CESL, Southern Illinois University-Carbondale, C'dale IL 62901-4518 USA
Charles Kelly, Aichi University of Technology, Toyota, Japan
Lawrence Kelly, Aichi University of Technology, Toyota, Japan
[ Role of the Web in ESL/EFL, Charles Kelly's site ]
1. Discussion Questions
2. Resources
1. Discussion Questions
1. What new developments are changing the web? How will these affect the esl/efl teaching situation?
2. In what innovative ways are people using the web to teach English more effectively? How can a teacher best use the web to enhance or enrich a reading/writing/listening/speaking class?
3. What are some things that you think would be possible, but haven't seen yet?
4. What are some effective ways that you have seen video and sound used on the web?
5. How will the increasing use of video, movies and music on the web change or affect other ways that it is used to teach and learn?
6. As the web has been used more for testing, gathering and storing data, etc., what security concerns have arisen? In what ways has security been unable to keep up with the needs of educators?
7. How is the increasing use of weblogs changing public presentation of news and information on the web? How have different programs used weblogs effectively and what advantage do they offer over other forms of web production or student publishing?
8. How is the web changing our notions of community, especially with respect to our students and the people they may be in contact with as they learn?
9. The web brings changing expectations with respect to the way language programs market themselves and distribute information about themselves, both internally and externally. Which of these are most urgent for program leaders today? What realities should language programs face with respect to the new media and their place in it?
10. What kind of pressure do online courses put on the traditional chalkboard classrooms, and how should chalkboard teachers adjust? What trends should we be aware of in this area?
11. What are the implications of worldwide access as it approaches? How far away from it are we?
12. Which methods are most effective in dealing with teachers or students who reject involvement with the new media? Can we claim that some degree of literacy is essential for both groups?
13. Sometimes the universal, overwhelming and/or quick acceptance of an innovation leads to unforeseen disadvantages to society or the classroom; in fact, fear of this could be said to be at the root of much of teachers' and students' resistance to technology. What disadvantages arise from increasing use of or dependence on the web? What can be done about this?
Resources
Integrate the web
Weblogs in esl/efl
Teaching teachers to use and teach with weblogs, TESOL 2005
Teachers' resources
Marketing learning, learning marketing in the new media, TESOL 2005
Web as a Medium Bibliography
Articles
Glaser, M. (2004, 5-11). Scholars discover weblogs pass test as mode of communication. Online Journalism Review.
http://ojr.org/ojr/glaser/1084325287.php. Accessed 2-05.
Glover, G. (2005, 3-11). Is the net worth it? Scotsman.com.
http://news.scotsman.com/features.cfm?id=264662005. Accessed 3-05.
Page made and maintained by
Thomas Leverett, CESL, SIUC
Photo at top: Leap of Faith, Kurt Larsen
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