Section Editors: Cathy Chavez and Leticia Guevara
Technology for Language Learning - Cathy Chavez, Leticia Guevara, and Estela Monsivais
E-mail in the ESL Classroom - David Matarazzo
How to Use Hyperstudio with Your ESL Students - Salvador Leon
Reinforcement of Classroom Activities Using Videotape for Spanish Dominant Parents - Sara Finke
Technology for Language Learning
By: Cathy C. Chavez, Letica Guevara, Estela Monsivais
Introduction
With today's increasingly diverse student population, meeting the needs of each student in our classrooms is a more challenging task than ever before. One major challenge facing teachers today is how to best meet the needs of the limited English proficient (LEP) student. The population of LEP students is rapidly increasing throughout the United States, and school districts are faced with major challenges in making their programs effective. With reading and writing at many different levels and in many different languages, teachers are faced with the overwhelming task of successfully mainstreaming each student.
Program Models in Second Language Acquisition
Current population changes in the United States have brought about the need for policies about education and language. Many states have legislation that mandates bilingual education. Social, political and literacy goals influence the objectives and design of the program being implemented. As a result , different program models have evolved and are currently being used throughout the United States. These program models range from developing the native language to making a quick transition to the second language (English). A continuum of program models exists based on pluralistic structures or on assimilationist models (Perez and Torres-Guzman, 1992, p.43).
1. Bilingual Education - Students study subject matter in their first language while their English language skills catch up.
Dual language-Learning experiences are in native language while they learn a second language. English speaking students learn another language.
2. ESL- Students are in a regular classroom and are pulled out to receive special instruction in English.
Pluralistic Models
In each of these models, the messages students receive are different. The pluralistic models encourage students to use and switch between languages and promote linguistic and cultural diversity. Students who are not proficient in the second language (L2) are provided learning experiences in their native language(L1) while they learn the L2 language. Furthermore, English speaking students get the opportunity to learn a second language. These programs seek to develop full literacy in both languages and are known as two-way or dual language models.
Assimilationist Models
On the other hand, the assimilationist model views one language as superior over the other. Consequently the culture of the student learning the second language may also be viewed as inferior. The programs at this point are seen as bringing literate standard language to the illiterate. These programs are known as maintenance and transitional bilingual programs. The goal of these models is to mainstream the student into the dominant language as quickly as possible with little or no support to the students first language.
Bilingual Programs
The bilingual maintenance models attempt to achieve full literacy for the non-English student while maintaining his/her native language. In bilingual transitional programs, non-English students are taught for several years using the native language until the student is fluent in the second language. The goal of transitional programs is to achieve exclusive instruction in the second language.
Another program model currently operating in the United States is that of bilingual immersion. In immersion programs all the content areas are taught in a second language- this language being the medium, rather than the object, of instruction (Lessow-Hurley, 1990, p14). The goal of immersion programs is proficiency in English for the minority students.
Technology and Second Language Acquisition
Regardless of which program model your school follows, technology can be of great assistance for helping the second language learner achieve success. Computers and video technology offer great opportunities in supporting language development and second language acquisition. According to Wrigley(1993), there are five distinct ways of linking language and literacy with technology.
"First there is the option of simply helping learners to access technology, followed by the possibility of using technlogy to facilitate literacy tasks. Another option involve using video technologies to provide a visual context for teaching language and literacy. Technology can also be used as a tool to promote social interaction and communication in the ESL classroom. Finally, there is the possibility of using computers to teach directly, a promise that in many ways has yet to be fulfilled"(Wrigley, 1993, p. 319).
In the past, technologies in language education consisted of cassette players and audio tapes. These were basic equipment used by teachers. In recent years, however, new teaching devices have come to play an important role in educating second language learners. There are numerous technological approaches to language instruction, such as video cameras, videocassette recorders, closed- captioned video, a wide variety of software programs, compact disc read only memory (CD ROM) for microcomputers, and interactive videodisc that combines the microcomputers with pictures. The following technologies are increasingly available and are becoming more popular in education because they offer many benefits.
Video cameras and video-cassette
Video cameras can be used in combination with ESL strategies. In addition to the wide range of material on the market, teachers can also record authentic programs and create their own instructional material. Furthermore, discussion groups, debates, skits and speeches can be videotaped. Students can work on pronunciation, body language, fluency and style.
Video disc
Since second language learners need opportunities for developing meaning, video disc can greatly enhance the instructional environment. Video disc can assist LEP students to develop speaking and listening skills .
Computers and software
The newest and most innovative way to teach reading skills centers around the computer. Computer programs and more specific compact disc read only memory (CD ROM) is an effective way to teach the second language learners. Skills such as listening, waiting, speaking, and reading can be accomplished through software, CD ROM and computers (Prochaska, 1990).
Captioned Television
Koskinen and Neuman (1992) propose that captioned television, as a multisensory medium, might be an important instructional resource in learning vocabulary and concepts. Furthermore, captioned television supports "Krashen's theory of second language acquisition, which states that basic competence in L2 is a function of the amount of comprehensible input acquirers receive and understand, as well as the degree to which they are provided with motivation to learn (Koskinen & Nueman, 1992, p.103)".
Interactive video
Interactive video (IV) can be beneficial to the language learner because it involves the user. In interactive video, a character from a story may address the viewer directly, ask them to respond via the keyboard and give them choices.
Many students identified as LEP have varying degrees of English proficiencies. Bilingual teachers can succeed in providing these students with educational, as well as cultural, concepts by mixing old teaching methods with new technology. Teachers can explore all the possibilities that technology can offer and find innovative ways to get the most out of all the technology available to them.
ESL and Writing Using Technology
ESL students need to learn how to write effectively in English. Utilizing technology can help students achieve this goal. Utilizing the steps in the writing process such as prewriting, drafting, revising, editing and publishing give the student a framework or a guide to follow. Also students need to know how to write for different objectives. For example, a friendly letter has a different framework than a business letter.
Visual aids used in prewriting activities can assist the student in the writing process. Students need to utilize different frameworks for different types of compositions. Organization differs in preparing to write a how to composition rather than a narrative composition. Graphic organizers such as webbing or mapping, time lines, graphs and charts, Venn diagrams and making lists are a great way to help ESL students organize and visualize their thoughts. These organizers can be used on computers through different word processing programs such as Claris Works (Claris) or the Bilingual Writing Center (Learning Company) . See Figure 4.1 and Figure 4.2
To become a better writer, a student must have the opportunity to write. To have the desire to write, a student must find writing enjoyable. Allowing ESL students to write in the language of their choice makes them more comfortable with writing. Using the computer can make writing journal entries and learning logs more stimulating for the student. Using tools such as a spell checker or the thesaurus make it easier for a student to write, edit and revise their work. Having the added option of adding graphics and the ability to use different fonts and styles of letters increases the student's desire to write. Florencio Perez a second grade student at Cadwallader Elementary in El Paso, Texas created a book using HyperStudio (Roger Wagner Publishing, Inc.) and Claris Works (Claris).
Little Critter
By: Florencio Perez
One day Little Critter's brother hit him with a big red checker chip. He was very mad. Little Brother was happy to play checkers with Little Critter. Little Critter was not happy because he kept getting hit by his little brother.
There was a mouse watching everything that happened. He said, "Quit fighting you guys!" "Oh, be quiet!" answered Little Critter. The next day Little Critter came down the stairs and scared Little Brother. Then Little Brother went to go tell his mom.
She punished Little Critter for a whole week. He was crying because he was scared. Little Critter ran down the stairs. He went to his room and he slammed the door very hard.
WRITING ACTIVITIES
Combining content areas of instruction and technology helps ESL students not only learn important skills they will need, but also helps them gain knowledge that will help them succeed in the regular mainstream classroom. Real world application of writing activities increases the student's ability to utilize the writing process and retain the skills taught. For example, if you have the student write a friendly letter, have the student mail the letter. You can mail the letter through the U.S. Postal Service or you can set up a post office in your class for your school and actually demonstrate how the postal service works. This not only teaches writing skills, but brings in math, social studies, and many other content areas of instruction. Maribel Martinez, a sixth grader at Cadwallader Elementary in El Paso, Texas, wrote an acrostic poem using HyperStudio (Roger Wagner Publishing, Inc.) to combine social studies, language arts and technology.
The use of technology can help to preserve the ESL student's cultural heritage. Activities can be designed for students to explore their family backgrounds and preserve their own histories. Students can write books or record interviews with family members. Assignments that involve a student personally are more meaningful, increase parental involvement and help to improve student performance. Technology also improves student attendance, achievement and literacy. When writing activities are used in conjunction with technology, students are strongly motivated to develop writing skills. Jessica Marrufo, a fourth grade student at Cadwallader Elementary in El Paso, Texas, conducted interviews with her family to write a composition about a family member who had made an impression on her life. Here is portion of her essay.
My Dream
By: Jessica Marrufo
My grandma says that when my grandfather was alive everyone was well fed and everyone went to school. Now the house is cold and dark. Now my grandma is living off what she earned as a maid. Her youngest son Jorge lives with her, but he doesn't have a job. So they don't have enough money to buy more food. All of her seven children help her with money now. When her husband was alive they didn't have to worry about money because they always had enough.
My grandmother told me that I am a lot like my grandfather. We even like the same food! He liked Arby's roast beef sandwiches and I like them too! She also told me he liked the Dallas Cowboys, I like the Cowboys too! My mom tells me I have the same attitude as my grandfather. She says that I can be as stubborn like he could be. My relatives have told me I have the same eye's as my grandfather and it's true because I've seen it in pictures of him.
Sometimes when I'm alone I wish he was here to play with me, but he never was there to be with me. Sometimes in my dreams I see my grandfather running to me, but right when he was going to hug me, I wake up. Sometimes I feel sad, when they start to tell stories about all the funny things he used to do and say.
INTERNET
Bilingual and English as a Second Language (ESL) teachers in the United States are continuously looking for innovative teaching methods and strategies to meet the needs of students, children and adults who need to become proficient in English. And, in this day and age, since technology is being used as a tool in other professional fields (medicine, astronomy, and physics), educators have also been integrating technology in the curriculum. One of the latest forms of technology which seems to be in all educators' minds is the Internet, the network of networks. The Internet is a resource that could benefit students to improve their communication skills and their acquisition of a second language through electronic mail (e-mail) and computer conferencing.
Electronic Mail, or e-mail, one of the features of the Internet, offers immediate access to people all over the world. Second language learners can benefit immensely from this resource by contacting other students whose native language is the one they are trying to acquire. Students are no longer restricted or confined within classroom walls. With a computer, telecommunications software, a modem, and a telephone line students can travel to remote places in the world, across time zones, and send messages more quickly than by regular mail. Mary Elaine Meagher, an English teacher at the Escuela Nacional Preparatoria No. 6 in México City, states that her students used the Internet to communicate with students in the United States. They engaged in authentic communication because Mexican students were very interested in telling what their country is really like and what was actually happening at the time. This group of students learned English faster than a control group being taught in the traditional way of using a textbook (1995 ).
Students can also improve their English acquisition by getting on-line to chat with English speaking students in other parts of the world. LEP (Limited English Proficiency) students do not only improve their English, but their computer literacy and their thinking processes as well. It has been also noted that, in general, students are very enthusiastic about using the computer. In fact, teachers have been using computer access as a discipline tool. Students who misbehave lose their access to the computer (Guthrie & Richardson, 1995). Students who are on-line become so engrossed in that activity that they are not aware of their language limitation. They are interested in exchanging ideas, and information about themselves and the places where they live. Some K-12 Network Resources compiled by Michael B. Eisenberg are the following:
Academy One. It is a ffiliated with the National Public Telecomputing Network (NPTN) and the Cleveland Free - Net. This program aims to create a "national online information cooperative for K - 12 telecomputing activities." Schools throughout the world access the resources of Academy One's community computer systems and participate in a variety of online projects end events. Contact: Linda Delzeit, NPTN Director of Education, Box 1987, Cleveland, OH 44106; (216) 368-2733. Internet: AA002@NPTN.ORG.
AppleLink. This official online information resource of the Apple Computer community offers a K - 12 Education Area with discussion forums, software reviews, conference listings, lesson plans, and research results. Contact: Lisa Bauer, Mail Stop 41-D, Apple Computer, Inc., 20525 Mariani Ave., Cupertino, CA 95014; (408) 996-1010.
Commercial Vendors. Some commercial vendors offer some resources and services specifically for education: America Online, 8619 Westwood Center Drive, Vienna, VA 22182, 800-827-6364. America Tomorrow, P.O. Box 2310, W. Bethesda, MD 20827-2310, 800-456-8881. GTE Education Services, West Airfield Drive, P.O. Box 619810, D/FW Airport, TX 75261-9810, 800-927-3000.
FrEdMail. The "Free Educational mail Network," the oldest and largest educational network in the U.S., uses the Internet to link more than 150 electronic bulletin boards operated by individuals and institutions. FrEdMail offers collaborative activities designed to help students become better writers and learners. It also promotes the sharing of resources and experiences among teachers. For information on finding a local node or setting up your own electronic mail center, contact: Al Rogers, FrEdMail Foundation, P.O. Box 243, Bonita, CA 91908; (619) 475-4852. Internet:AROGER @BONITA. CERF .FRED.ORG.
K12Net. This bulletin board-based system works through "echo" forums around major curriculum areas for teachers and students interested in particular topics. These forums facilitate cooperative projects such as Global Village News. Access to K12Net is through FidoNet, a free general-interest computer network that joins more than 15,000 bulletin boards in more than 50 countries. Participation is free to anyone with local bulletin board access. To find active bulletin boards in your region, call a local computer store or your public library.
KIDSNET. Accessible through the Internet, KIDSNET is a global discussion group for teachers and others interested in networking for children and education. Participants discuss general questions regarding computer networking and user interfaces, and specific projects that link teachers and students using the Internet. KIDS is an associated list just for children. To subscribe to KIDSNET, send an Internet request to: JOINKIDS@PITTVMS.BITNET. Children with access to the Internet can post messages to KIDS by sending mail to: KIDS@PITTVMS.BITNET.
Bilingual and English as a Second Language teachers can use telecommunications resources to improve and enhance their students' process of acquiring English. One recommendation given by most educators who are using Internet resources is that before allowing students to get on-line, teachers should explore areas of interest to guide their students who in turn will be able to use this resource effectively. Let's take advantage of these telecomputing resources and have fun at the same time!
References:
Eisenberg, Michael B., and Donald P. Ely. "Plugging into the Net." ERIC Review . 2.3 (1992): 1-29.
Guthrie, Larry F., and Susan Richardson. "Language Arts: Computer Literacy in the Primary Grades." Educational Leadership. October 1995: 14-17.
Meagher, Mary E. "Learning English on the Internet." Educational Leadership. October 1995:88-90.
Koskinen, P. and Neuman S. "Captioned television as comprehensible input: Effect of incidental word learning from context for language minority students. Readin Research Quarterly. 1992: 95-106.
Lessow-Hurley, Judith. The Foundation of Dual Language Instruction. New York, NY 1990: 14-19.
Perez, B. and Torres-Guzman, M.E. Learning in Two Worlds, An integrated Spanish/English Biliteracy Approach. New York, 1992: 43.
Prochaska, N. "Multi-Media Instruction: English as a Second Language." Media & Methods. March, 1990: 32-33, 41.
E-mail in the ESL Classroom
By: David C. Matarazzo
I spend most of my time in the Learning Resource Center in the College of Education building at New Mexico State University. We have both a PC and Mac lab at this campus. Both are heavily used by students. A large part of the time, I've watched fellow students come storming in, look at their e-mail accounts, perhaps jot off a note or two, then browse through a users' group or the latest web page and off they go to other parts of the campus. I have always taken a sort of detached interest on why the students would go through this exercise. At my last assignment in the service, we used e-mail extensively throughout the day, so I pretty much took it for granted and have little enthusiasm for relaxing in front of an e-mail screen. It is a tool to get the job done and nothing more... or is it?
A course on ESL changed my mind on how this tool, could be put to good use in the classroom. E-mail is perhaps the most basic form of technology communication in this day of computers. It may well be a foundation we can use in the classroom. Here are a few different ways that this e-mail can be used. Hopefully, it will allow you to think of additional ways that you can employ this communication.
English as a Second Language
An article by Nancy Kroonenberg in the TESOL Journal, told how she employed e-mail in helping her students learn English. A large part of learning a second language involves writing. E-mail allows a teacher to stress writing in a non threatening way. She was pleased with how e-mail helped even her most timid students develop meaningful communication by using the screen and keyboard. It provides the students with 'a real life and realistic form of communication; real people talking to each other. As I understand it, learning a second language becomes easier when the student can see relevancy to the learning. What better way of having students develop their thinking and reading comprehension skills than utilizing technology. E-mail allows students to communicate with another student without the stress of an immediate response.
Kroonenberg initially established a Bulletin Board Service (BBS) for her different classes. Students were given a particular topic on the BBS to review and answer over a one week period. What was nice about the bulletin board was that the students had access to other student responses without time constraints. The students did not have to be in the same room at the same time to participate. Anytime they "logged on" they were allowed to review the information presented. She allowed her students to either comment to other student responses or make independent remarks. Her only stipulation was that they had to respond. Over the course of the week, this conference assignment became a public journal with each student becoming part author and part 'known audience.' Kroonenberg found her students spent more and more time reviewing and editing their writings. For some of the students it was to keep from being embarrassed by their writing. For others, it was a way to practice organizational skills. A point she stressed was that prior to any assignment she insured that the students fully understood who the audience would be. Students knew ahead of time if another class or parents would be looking at their assignments.
The last one she mentioned involved the 'chat mode' where students themselves came up with the topic. Other assignments included what she termed 'high interest assignments' such as school issues. She said that students' feelings about those issues surprised her at times, some assignments become very intense. Students would be paired up and assigned opposite sides of an issue to argue and defend. This teacher noted how her timid student really participated because he/she did not have to speak, but could gather his/her thoughts on paper and had the chance to think through others opinions before commenting.
She had her student writings put in two folders. The first one was for teacher evaluation and comment, permitting an individual 'plan of action' for each student. The other copy was placed into the students' portfolios with the students using this along with oral presentations to develop self assessments.
Subject Adaptable
I spent so much time in this article revolving around Kroonenburg because I felt real experiences would be more interesting and relevant. While the example above was directed towards ESL, the basic e-mail communication idea could easily be transferred over other classes and subjects as well. An English Literature class assignment dealing with one of Shakespeare's plays could allow students to discuss different interpretations or character flaws. Students could answer the questions over a period of time, as determined by the teacher. The additional time allows students to find material that would support their positions. What do students in England think about the same Shakespearean play? Perhaps, a joint project with an English class to discuss different aspects of the play would be appropriate.
A Social Studies class BBS may have students assigned an issue, and assigned opposite sides of an issue to argue and defend. Teachers have the ability to see and require a 'paper trail' showing how the students presented their case. Pairing students would allow the teacher to set a strong student with someone who could use some help, with the teacher changing the pair as often as necessary. Could the English teacher and social studies teacher combine the information about Shakespeare by discussing the social implications of the time? Perhaps, the English students would be able to address the differences.
A History class could use their BBS, e-mail in different ways. Time lines could be assigned to individual students requiring specific time periods to be researched, comparing/ contrasting main points such as political, economic, military and geographical relationships. Their findings could be used later in the course by all students in that class as one reference. Teacher assigned groups could participate in class exercises using e-mail to present issues to other groups within the class or to other classes. Exercises would not have to be limited to the history classes at a specific school. Teacher coordination with other history classes at different schools in the same town, state, or nation would allow for different views of the material. Interviews concerning the effects of World War II between a high school classes in the United States, France and Germany would prove most interesting and bring alive aspects of history.
All of the examples given above have common threads. First of all, communication. Second, once students start using e-mail, they start to take more time with how their e-mail is being viewed by others. E-mail makes it easy to view, write and rewrite information prior to sending it on its way. Copies of material generated by the student can be kept in folders allowing both student and teacher a chronicle tool for reviewing writing progress or problem areas that the student might be having so the teacher can concentrate on assisting those who are having problems. E-mail exposure will give students more confidence using this tool, and some of its capabilities in their future.
If you have read through this article you may be wondering who can help me start such a project? You have two resources to assist in helping you implement an e-mail / BBS for your classroom. The first one is your Systems Operator (SYSOPS). He/She will be able to give you the information concerning the capability within your school and class. The other resource is your students. Plan on using students familiar with e-mail to help teach those within the class with little or no experience in this area. You'll find this may be the ticket to involving those computer literate students that become bored easily. Use them in all phases of instruction and allow them to assist you planning training at key points throughout the semester.
I hope that this information has been helpful and provides you with some starting points for using e-mail besides simply jotting notes to friends. You may even find that this common tool in your technology may be one of your most versatile.
David C. Matarazzo, Major, United States Army (ret) served over 20 years at various locations in the United States and overseas. He received his BA in Economics at University of Texas at El Paso in 1972 and his MA in Education at New Mexico State University in 1993. He is currently working on an advanced degree in Education Technology at New Mexico State.
Reference:
Kroonenberg, N. (1994). Developing communicative & thinking skills
via electronic mail. TESOL Journal, 4,(2) 24-27
How to Use HyperStudio with
Your E.S.L Students
By: Salvador Leon
I have been creating HyperStudio stacks with my first grade bilingual students and integrating it with the curriculum since the 93-94 school year (same year we received computers). I would like to point out that this particular grade level is one of the most difficult, important and enjoyable grades to teach. Imagine, the student will attempt for the first time, to conceptualize on how to read, write, add, subtract, multiply and create HyperStudio Stacks. By the end of the year, we have such a great feeling of accomplishment.... FAT CATS!
I have three Macintosh computers in the classroom; therefore, the way you teach and manage your time could be totally different. In the beginning of the school year, I usually introduce students to a software program called, Stickybear's Reading Room (it can be any other program). In addition to its bilingual educational value, this program enables students to drag that mouse around and learn some keyboarding skills. Soon as I see the students manipulate the software program, mouse and keyboard with some kind of expertise, I choose two students for that particular day and show them how to boot up HyperStudio and enter its paint program. Remember, teach in a cooperative setting. If you teach two, they will eventually help teach and reteach other students.
Finally, I teach them key commands to: erase, create a new card, place a button, change a font and how to get a graphic from the art folder. Now, we are ready to ROCK AND ROLL with the curriculum. Take note, don't forget the tips to teach HyperStudio without cramping your teaching style. Know your software (HyperStudio), manage your time effectively, teach students one or two easy concepts at a time in a cooperative setting, teach with key commands, and use the menu only when necessary. When you are teaching an E.S.L. student, model the correct English vocabulary. Example, click on the the paint brush...etc.
This year we decided to extend our E.S.L. lesson and create a stack using the whole language approach. For those educators who are not familiar with teaching a la whole language here comes the explanation! Whole language is an approach to teaching that unifies the various elements of language arts, reading, writing, listening and speaking. To begin,we conceptualized a story using easy repetitive vocabulary and rhyming words. After students have conceptualized and memorized the story, they select their favorite page. Once the page was selected, they drew it on paper with a pencil and then I traced it with a fine black ink marker and scanned it into the HyperStudio Art folder. Now, we are really smokin!! They already know how to manipulate HyperStudio, so the ROCKING AND ROLLING WITH THE CURRICULUM BEGINS!!
Reinforcement of Classroom
Activities UsingVideotape for Spanish Dominant Parents
By: Sara Finke
School districts hold parent/ teacher conferences regularly to develop communication and support between parents, teachers and the student. It is very valuable to teachers and students to use the support of parents to reinforce at home what is being taught at school. This reinforcement provides a boost to the child's success in school. In America today, our school systems have many parents whose home language is not English. This does not mean that the parents are not interested in what their children are doing in the classroom nor that they do not want to help their child in English. Some non-English speaking parents find it difficult to assist their child in homework from the English curriculum. The purpose of this study was to develop a form of communication to encourage parent participation in the of reinforcment skills in reading. The students in this study had special needs . Address in this study is the question of whether or not Spanish dominant parents can reinforce reading skills at home through the use of a videotape even though the skills come from an English curriculum..
METHOD
Setting and Population
Gadsden Independent School District is located in the southern rural part of New Mexico bordering Mexico. Many families in this area are dominantly Spanish speaking and due to transportation are unable to come observe, and discuss their child's progress in the school setting. Even when a translator is present, some parents feel unsure in communicating directly in English with the teacher(s).
A survey of parents whose child(ren) were in a special education program was taken at an elementary school. Questions such as: Do you have a TV and/or VCR? Does your TV/VCR working? How often do you use the TV/VCR? were asked.
This survey indicated that l2 out of 14 families had a working TV/VCR. The special education class was composed primarily of students who were classified as speech and language impaired. Service in the special education program was provided to the students through a pull-out model ( 1-3 hours/day) in the areas of math,language arts, and reading. Most individuals in the program had a language disability which was not related to their home language. For the purpose of this study two students were selected. Both students had a working VCR at home and the parents agreed to follow through with the video tape homework.
The first participant is a 12 year old male whose first and home language is Spanish. He is bilingual in English and Spanish. His academic skills are low, as concept skills are lost over a short period of time. He is a hard worker and tends to be a visual learner. A 5-year-old female with some visual impairments was chosen for the second particapent. Her first and home language is also Spanish. She also is bilingual in Spanish and English. There is a one to one and a half year delay in Academic skills. She also tends to be a more visual learner.
PROCEDURE
Using a computer, video camera, VCR, and wire-less microphone, a video tape was made for skills practice in reading. By connecting the computer to the TV screen, we were able to record what was being done on the computer by the child to the tape. What an ability to add instruction to the tape and reinforcement as the child did the tasks. The tapes focused on specific reading skills. Skills such as recognition of the alphabet, letter sound association, and sight word recognition were placed on the tapes.
Dr. Peet's ABC was the first program recorded. This was for recognition of the alphabet. As the student responds to the teacher's instructions the VCR records the program as it is shown on the screen as well as the instructions that were given. A reinforcement could also be recorded.
At home the tape is played and the parents work along side with the child. The child at home uses an alphabet chart instead of the keyboard. The parents use the visual list that states the letters in order as they will appear on the tape. If the child were to become stuck before the appearance of the letter on the screen the parent can assist them to locate the correct letter. Time laps will be the same as if the were at school. The child and parent next see on the screen the correct response.
To help in developing sight word recognition, some techniques of teaching English as a second language is used. The camcorder was used to record words from flash cards. Following a story board the words and letters were introduced to the student.(ill. 2)
TYPE f say "f"
TYPE i say "i"
TYPE sh say "sh"
FISH say "Fish"
For words such as and, is, and will, the student designed a visual for the word. As time went on, rebus reading, writing on the computer screen, and text pages were recorded for reading practice along with the books.
Tapes were sent home approximately every 3 days, as progress was made or new skills introduced.
RESULTS
Both students showed progress in both focused areas. The baseline for the alphabet was on letters known to letters learned (see Table next page.) Sight word recognition was based on a list of 10 essential sight words (see table 2).
Pre test showed in recognition that the male student recognized 6 out of 52 upper and lower case letters. The female student begun with recognition of O out of 52 upper and loser case letters. Post test at the end of the school year showed the 12 year old male increased his recognition of letters to 24 out of 52. The 5 year old female recognized 34 out of 52.
As seen on the above table the both student showed an increase in sight word recognition. The male increased from 4\10 to 10\10 as the female showed an increase from 1\10 to 8\10.
CONCLUSION
In conclusion the use of sending video tapes home with skill practices on them has promise. Not only did the students show progress but it provided a non threatening way for their parent, whom spoke Spanish, to assist them in learning English. Parents of both participants are well pleased with the progress that has been seen and noted that they themselves developed more English. What helped the parents most, as well as the child, was hearing the English word and seeing it on the screen. For words that were found to be difficult for a child to pronounce, videotapes were also made that focused on the teachers mouth for pronounciation and he child repeating. They wished to continue with the tapes.
As a teacher, I see the value in such a technique. Not only does it help a child with skills, but it provides an opportunity for family interaction and learning. For our Spanish dominant parents who feel they cannot help their child succeed in the English curriculum, I think this provided them a way to help their child as any parent does. If we can work together imagine all the things we call do!
Sarah E. Finke has been a Special Education teacher for the Gadsden Independent SchoolDistrict for six years and is currently teaching in the computer lab at La Union Elementary. Sarah also is serving the Gadsden District as their Assistive Technology Specialist. Her BS in in Elementary Education with a minor in Elementary Childhood, MA is in Special Education and EDS is in Assistive Technology. She hopes to combined her talents and skills and teach teachers to enhance education with technology.
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