ERIC Number: ED436956
Record Type: RIE
Publication Date: 1999
Reference Count: 0
Electronic Text and English as a Second Language Environments. CELA Research Report.
Meskill, Carla; Mossop, Jonathan; Bates, Richard
This report investigates how technologies such as computers, multimedia, and telecommunications can be effective tools for English-as-a-Second-Language (ESL) instruction. Both ESL and non-ESL teachers are coming to view these technologies as a means by which ESL learners who cannot otherwise participate in class activities can be actively involved in language and literacy practice. A recent survey indicates that ESL teachers are effectively using software designed for native speakers of English--software that is academic, is content-rich and, when their use is coordinated with mainstream academic content, helps to support the interplay of linguistic and conceptual development. This report discusses the unique features of electronic texts, provides analysis of learner interactions with them, and discusses the implications for second language and literacy development. Examples are drawn from extended observations of two exemplary ESL classrooms (one elementary, one middle school). Carefully crafted teacher use of electronic texts demonstrates the real and potential roles of this medium, for computers break down and obsolesce and can sometimes be too cumbersome to deal with, reaffirming the primacy of the human dimension of instruction. Overall, this report surveys and documents the very innovative use of cutting edge information and communications technologies in ESL education. (Contains 47 references.) (Author/KFT)
Descriptors: Computer Assisted Instruction, Computer Uses in Education, Educational Technology, Elementary Secondary Education, English (Second Language), Instructional Innovation, Literacy, Multimedia Materials, Second Language Instruction, Second Language Learning, Teaching Methods, Telecommunications
For full text:
Publication Type: Reports - Evaluative
Education Level: N/A
Audience: Practitioners; Teachers
Sponsor: National Library of Education (ED/OERI), Washington, DC.
Authoring Institution: National Research Center on English Learning and Achievement, Albany, NY.