many TESOL programs still lack adequate integration of learning technologies into their curricula. Teachers are not receiving sufficient-instruction or practice in the integration of learning technologies into their courses
However, if one looks at course offerings and course descriptions within TESOL programs, especially undergraduate, it is evident that few model the use of the emerging technologies for ESL instruction
These organizations recommend continuous and relevant instruction and support for educators and administrators at all levels. Furthermore, they encourage states to develop standards for teacher technology preparation and require candidates for teaching positions to demonstrate their technology skills.
Research supports the effectiveness of technology-based instruction for language learning
For instance, language educators agree the best way to learn a language is through real interaction with others using real language in real communication situations (Wiburg & Butler-Pascoe, 2002). Therefore, the use of the Internet in language classes offers a more practical real life language experience.
The pre-service teachers believed faculty must integrate technology into their courses and model its use in the classroom
Welcome
to Parapal Online, this site contains a variety of interactive English exercises.
They are designed to improve your listening, writing, reading, vocabulary and
grammar skills. It also includes software for schools and teachers to use.
This is a commercial site, however, there are several resources here that allow students to practice their English skills. It also allows students to practice with a variety of English accents. You can access the rooms on the right of this page to begin practicing.
Power Point on additional ways and ideas of how to integrate technology for ESL students. Linked is the HTML version... I cannot bookmark the .pdf document. But the link appears at the top of this page.
Great Resource to several sites for ESL students to practice listening to English readings, pronunciations, grammar, and vocabulary. Several activities that allow beginning, intermediate, and advanced skill levels to practice their English skills. Immediate feedback without embarrassment.
The same study indicates that
over 80% of information stored on the Internet
is in English.
It
is fair to assert that the growth of the Internet
has facilitated the growth of the English
language and that this has occurred at a time
when computers are no longer the exclusive
domain of the dedicated few, but rather widely
available to many.
To what extent should we allow this to influence
the language content of emails in our teaching?
A great deal of work
has focused on the value of computers in learning
or second language acquisition
on the implications of the
content of teaching itself, i.e. the syllabus.
Even less consideration seems to have been
given to how we see, define or classify our
learners.
This new majority being non-native users has,
as we have seen, been considerably facilitated
by the Internet, and, it is argued, the English
language today belongs just as much to this
new majority as it does to the now minority
native users.
This is from "Asian EFL Journal: English Language Teaching and Research Articles." Interesting perspective from Asian researchers about prevalence of English on the Internet.
The emerging technologies of computers and multimedia provide opportunities
for even more learning experiences for ESL students. Word processing, e-mail,
computer software, the Internet, and the World Wide Web are all sources
of more and different learning activities. The interactive nature of multimedia
provides new ways to enhance the learning experience of ESL students
assessment components of m
or a variety of reasons.
The text, graphics, video, and audio encourage immersion in language. The
nonjudgmental aspect of technology is comforting for these students. The
individualization, instant feedback, and assessment components of