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E-raamat: Empower English Language Learners With Tools From the Web

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  • Formaat: EPUB+DRM
  • Ilmumisaeg: 10-Dec-2009
  • Kirjastus: Corwin Press Inc
  • Keel: eng
  • ISBN-13: 9781452236704
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Empower English Language Learners With Tools From the WebSuurem pilt
  • Formaat: EPUB+DRM
  • Ilmumisaeg: 10-Dec-2009
  • Kirjastus: Corwin Press Inc
  • Keel: eng
  • ISBN-13: 9781452236704
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"This timely, user-friendly book provides inservice and preservice ESL teachers with the background and tools needed to implement Web 2.0 technologies in their classes today. The ELLs in these classrooms will benefit from learning English (and content) through rich and motivating technologies such as blogs, wikis, podcasts, visual media, social networking, and Second Life. Designed for teachers who need some guidance in using technology as a teaching tool, this handbook is very easy to follow and provides step by step instructions for even the most inexperienced digital (non) natives!" Holly Hansen-Thomas, Assistant Professor of Bilingual and ESL Education Texas Womans University

Discover how Web 2.0 tools can advance English language learning!

Todays interactive Web tools offer teachers of English language learners a wealth of opportunities to inspire and motivate their students. This user-friendly, research-based guide shows how the "read/write" Web can enhance classroom learning and extend English language acquisition beyond school hours.

Lori Langer de Ramirez, a nationally known expert on ESL teaching and curriculum development, offers strategies for both ESL and mainstream classroom environments. Aligned with national TESOL standards, this resource provides:





A step-by-step guide for a wide range of relevant Web tools/activities, from blogs and podcasts to social networking and more Classroom-ready projects designed to benefit learners social and academic language development Guidance on how and when to use Web tools with elementary, middle, and high school students Personal narratives from teachers who have successfully used Web tools to teach English language learners Teacher-tested and parent-approved guidelines for safe and appropriate Internet use

Support your students in gaining language proficiency and 21st-century skills through working with creative, collaborative Web tools!

Arvustused

"This timely, user-friendly book provides inservice and preservice ESL teachers with the background and tools needed to implement Web 2.0 technologies in their classes today. The ELLs in these classrooms will benefit from learning English (and content) through rich and motivating technologies such as blogs, wikis, podcasts, visual media, social networking, and Second Life. Designed for teachers who need some guidance in using technology as a teaching tool, this handbook is very easy to follow and provides step-by-step instructions for even the most inexperienced digital (non)natives!" -- Holly Hansen-Thomas, Assistant Professor of Bilingual and ESL Education "An excellent overview of the potential of Web 2.0 for ESL and other language teachers or administrators who are new to using Web tools. This book offers concrete suggestions, addresses concerns about using certain tools with younger learners, and provides alternatives for the K-12 setting when appropriate. If you want a resource that will help you determine which of the powerful Web 2.0 tools are best for your setting, then this book is for you!" -- Elizabeth Scaduto, ESL Director "This book provides great examples for teachers looking to enhance their practice through technology. These strategies can help not only English language learners, but ALL students!" -- Jacie Maslyk, Elementary School Principal "Teachers and students are increasingly separated by a technological divide. This quick read will bridge that divide. Nineteenth-century schools cannot effectively prepare 21st-century students. After this quick read, teachers will be ready to jump into Web 2.0 technology with skills every student will envy." -- Denise Lewis Harlos, Educational Program Development "I thought the examples and stories that are presented throughout the text were great. Showing how people have used these technologies successfully with ELL students is very motivating and encouraging for the reader." -- Faith Chaney Grant, ELL Teacher "Fills a niche for technology rich communities striving to meet the instructional and social needs of ELL students." -- Library Media Connection Magazine

Preface xi
Acknowledgments xv
About the Author xvii
Why Use Web 2.0 Tools With ELLs?
1(12)
Introduction
1(1)
ELLs in Schools: Some Challenges to Consider
1(1)
Why Web 2.0 With ELLs?
2(2)
Preparing ELLs for the 21st Century
4(2)
Web 2.0 and the TESOL Standards
6(5)
Language learners demonstrate foundational knowledge and skills in technology for a multilingual world
7(1)
Language learners use technology in socially and culturally appropriate, legal, and ethical ways
8(1)
Language learners effectively use and critically evaluate technology-based tools as aids in the development of their language-learning competence as part of formal instruction and for further learning
8(1)
Safety Concerns and the Web
9(2)
References
11(1)
Suggested Readings
11(1)
Helpful Web Sites
12(1)
Blogs: Online Language Portfolios
13(16)
What Is a Blog?
13(3)
Components of a Blog
14(1)
Commenting on Blogs
15(1)
Why Read and Write a Blog With ELLs?
16(2)
How to Use Blogs With ELLs: A Sample Blog Project
18(4)
``If I Ran the ...'' Blog Project: Standards Correlations
20(1)
Rules for Student Blogging
21(1)
When to Use Blogs With ELLs
22(5)
Grades K-5
22(1)
Grades 6-8
22(1)
Grades 9-12
23(1)
Who Is Using Blogs With ELLs?
23(1)
Vignette: Thinking and Writing Wrinkles Bloggers
23(3)
Make Your Own Blog
26(1)
Where to Find More Information About Blogs
27(1)
References
27(1)
Suggested Readings
27(1)
Helpful Web Sites
27(2)
Wikis: Collaboration in a Virtual Space
29(20)
What Is a Wiki?
29(5)
Components of a Wiki
32(1)
Posting on Wikis
33(1)
Why Read or Write a Wiki With ELLs?
34(1)
How to Use Wikis With ELLs: A Sample Wiki Project
35(5)
``The Cinderella Story'' Wiki Project: Standards Correlations
37(1)
Rules for Student Wiki Pages
38(2)
When to Use Wikis With ELLs
40(1)
Grades K-5
40(1)
Grades 6-8
40(1)
Grades 9-12
41(1)
Who Is Using Wikis With ELLs?
41(3)
Vignette: Wikified
41(3)
Make Your Own Wiki
44(2)
Where to Find More Information About Wikis
46(1)
Suggested Readings
46(1)
Helpful Web Sites
47(2)
Podcasts: Get Them Talking!
49(16)
What Is a Podcast?
49(3)
Components of a Podcast
50(1)
Creating a Podcast
51(1)
Why Listen to and Create Podcasts With ELLs?
52(2)
How to Use Podcasts With ELLs: A Sample Podcast Project
54(4)
``The Road She Traveled'' Podcast Project: Standards Correlations
56(1)
Rules for Student Podcasting
57(1)
When to Use Podcasts With ELLs
58(1)
Grades K-5
59(1)
Grades 6-8
59(1)
Grades 9-12
59(1)
Who Is Using Podcasts With ELLs?
59(2)
Vignette: An Analysis of ESL Pod
60(1)
Make Your Own Podcast
61(2)
Where to Find More Information About Podcasts
63(1)
References
63(1)
Suggested Readings
63(1)
Helpful Web Sites
64(1)
Viewing, Creating, and Sharing Video: YouTube and TeacherTube
65(16)
What Are YouTube and TeacherTube?
65(3)
Components of YouTube and TeacherTube
66(2)
Commenting on YouTube and TeacherTube
68(1)
Why View, Create, and Share Videos With ELLs?
68(2)
How to Use YouTube and TeacherTube With ELLs: Sample YouTube Activities
70(4)
``ELLs as Users and Producers on YouTube'': Standards Correlations
72(1)
Guidelines for Using YouTube and TeacherTube in the Classroom
73(1)
When to Use YouTube or TeacherTube With ELLs
74(1)
Grades K-5
75(1)
Grades 6-8
75(1)
Grades 9-12
75(1)
Who Is Using YouTube and TeacherTube With ELLs?
75(2)
Vignette: Lights, Camera, Action!
76(1)
Make Your Own Video
77(2)
Where to Find More Information About YouTube and TeacherTube
79(1)
Suggested Readings
79(1)
Helpful Web Sites
79(2)
Sharing Visual Media: VoiceThread and Flickr
81(20)
What Is Visual Media?
81(5)
Components of VoiceThread and Flickr
82(2)
Commenting on VoiceThread and Flickr
84(2)
Why Create and Share Visual Media With ELLs?
86(3)
How to Use VoiceThread and Flickr With ELLs: Digital Storytelling With VoiceThread
89(3)
``Digital Storytelling'' With VoiceThread: Standards Correlations
90(1)
Guidelines for Using VoiceThread in the Classroom
91(1)
When to Use VoiceThread and Flickr With ELLs
92(1)
Grades K-5
92(1)
Grades 6-8
92(1)
Grades 9-12
93(1)
Who Is Using VoiceThread With ELLs?
93(1)
Vignette: I Hope it Works!
93(1)
Make Your Own VoiceThread
94(5)
Where to Find More Information About VoiceThread and Flickr
99(1)
References
99(1)
Suggested Readings
99(1)
Helpful Web Sites
99(2)
Social Networking: Facebook, MySpace, and Twitter
101(22)
What Is Social Networking?
101(5)
Components of Social Networking Sites
103(2)
Communicating on Social Networking Sites
105(1)
Why Participate in Social Networking With ELLs?
106(1)
How to Use Social Networking Sites With ELLs: A Sample Facebook Lesson
107(7)
Warm-Ups
108(1)
Prereading and Listening
109(1)
After Reading and Listening
109(1)
Discussion
110(1)
Homework
111(1)
Sample Facebook Lesson: Standards Correlations
112(1)
Rules for Social Networking Online
113(1)
When to Use Social Networking With ELLs
114(1)
Grades K-5
114(1)
Grades 6-8
114(1)
Grades 9-12
114(1)
Who Is Using Social Networking With ELLs?
115(4)
Vignette: Using Facebook in the ESOL Classroom
116(3)
Join a Social Networking Site
119(2)
Where to Find More Information About Social Networking
121(1)
Suggested Readings
121(1)
Helpful Web Sites
121(2)
Social Bookmarking: Diigo and Del.icio.us
123(14)
What Is Social Bookmarking?
123(3)
Components of Social Bookmarking Sites
125(1)
Why Participate in Social Bookmarking With ELLs?
126(1)
How to Use Social Bookmarking With ELLs: The Best Social Bookmarking Applications
127(4)
The Best Social Bookmarking Applications: Standards Correlations
129(1)
Social Bookmarking Etiquette
130(1)
When to Use Social Bookmarking With ELLs
131(1)
Grades K-5
131(1)
Grades 6-8
131(1)
Grades 9-12
132(1)
Who Is Using Social Bookmarking With ELLs?
132(1)
Vignette: Social Bookmarking That Works
132(1)
Make Your Own Social Bookmarking Page
133(2)
Where to Find More Information About Social Bookmarking
135(1)
Suggested Readings
135(1)
Helpful Web Sites
136(1)
Virtual Worlds: Panwapa and Teen Second Life
137(22)
What Is a Virtual World?
137(5)
Components of Virtual Worlds
140(1)
Communicating in Virtual Worlds
141(1)
Why Participate in Virtual Worlds With ELLs?
142(2)
How to Use Virtual Worlds With ELLs: Sample Virtual Worlds Lesson
144(6)
Warm-Ups
144(1)
Prereading/Listening
145(1)
After Reading/Listening
146(1)
Children's Internet Discussion
146(1)
Homework
147(1)
Sample Virtual Worlds Lesson: Standards Correlations
148(1)
Safety Tips for Students ``In World''
149(1)
When to Visit Virtual Worlds With ELLs
150(1)
Grades K-5
150(1)
Grades 6-8
150(1)
Grades 9-12
150(1)
Who Is Visiting Virtual Worlds With ELLs?
151(2)
Vignette: Get a Second Life!
151(2)
Join the Virtual World
153(4)
Where to Find More Information About Virtual Worlds
157(1)
Suggested Readings
157(1)
Helpful Web Sites
157(2)
Index 159
Lori Langer de Ramirez began her career as a teacher of Spanish, French, and ESL. She is currently the chairperson of the ESL and World Language Department for Herricks Public Schools.





Langer de Ramirez is the author of Take Action: Lesson Plans for the Multicultural Classroom and Voices of Diversity: Stories, Activities and Resources for the Multicultural Classroom (Pearson), as well as several Spanish-language books and texts (Cuéntame Folklore y Fábulas and Mi abuela ya no está). She has contributed to many textbooks and written numerous articles about second-language pedagogy and methodology. Her interactive Web site (www.miscositas.com) offers teachers over 40 virtual picturebooks, videos, wiki and blog links, and other curricular materials for teaching Chinese, English, French, Indonesian, Italian, Spanish, and Thai.





In the past decade, Langer de Ramirez has presented over 50 workshops, staff development trainings, and addresses at local, regional, and national conferences and in schools throughout the United States (Connecticut, Illinois, Iowa, Massachusetts, New Jersey, New Mexico, New York, Pennsylvania, Tennessee, Texas, Virginia, Washington DC) and abroad (Puerto Rico, Thailand, Venezuela).





She is the recipient of the Nelson Brooks Award for Excellence in the Teaching of Culture; several National Endowment for the Humanities grants for study in Mexico, Colombia, and Senegal; and a Fulbright Award to India and Nepal. Her areas of research and curriculum development are multicultural and diversity education, folktales in the language classroom, and technology in language teaching. She holds a masters degree in applied linguistics and a doctorate in curriculum and teaching from Teachers College, Columbia University.
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