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Page1of13EDEM633MaterialevaluationportfolioToolsforcreatingbilingualresourcesforESLstudentsinthejuniorclasses.
Name:MarilynWalter18692591IntroductionAccordingtoStatisticsNewZealandascitedinRoyalSocietyofNewZealand(2013),morethan160languagesarespokeninNZhomes.
As2006data(NewZealandHumanRightsCommission,2008)revealthat76.
6%ofNewZealandersaremonolingual,mostchildrenlearningEnglishastheirsecondlanguage(ESL)startingschoolinNewZealand,willhaveateachernotfluentintheirhomelanguage(L1).
Forjuniorclassroomteachersfacedwiththechallengeofteachingreadingandwritingtoachildinalanguagetheyarestillunfamiliarwith,creativesolutionsarerequired.
ChildrenlearnmosteffectivelyintheirL1(Dixon,Zhao,Blanca,&Jee-Young,2012;Halle,Hair,McNamara,&Chien,2012;May,Hill,&Tiakiwai,2004),onceconceptsarelearnedintheirL1theyareeasilytransferredtotheirL2(secondlanguage).
Muchresearchshowsthatbilingualeducationthatlastsoverseveralyearsisthemostbeneficialforthestudentandforsocietyingeneral(Mayetal.
,2004).
Butbestcasescenariosrarelyoccurintheclassroom,soitisuptotheteacher,withthesupportoftheschoolandthecommunity,toprovidethebesteducationpracticabletoensureESLstudentsreceiveanadequateliteraryeducation.
TheoriesonhowtoprovidethebesteducationforESLinmainstreamclassroomsincludeStephenKrashen's(N.
Ellis,1993;Galantini,2014;Krashen,2010;Ortega,2013;Sylven&Sundqvist,2012)claimsthatlanguagelearningdoesnotoccurunlessthestudentcomprehendswhatisbeingsaid(orwritten).
ForbeginningESLthisisasignificantstartingpoint.
Thegoalforjuniorprimaryschoolteachersistocreatebilingualresourceswiththestudent'sL1,tosupportthestudenttolearntospeak,listen,read,andwriteinEnglish;whilststillsupportingthestudentinlearningtheirL1cultureandliteracyskills.
ThemajorityofTELLresourcesareaimedatolderstudents,andrequiresomedegreeofliteracyineithertheL1orL2,alongwithcomputerliteracy.
ManycommercialESLresourcesareaimedatteachingwhatBecketal(2005ascitedinJalongo&Sobolak,2011)refertoastieronevocabulary.
Thesearecommonwordsoritemsthatcanbeeasilyrepresentedbyapicture.
Thesewordsareeasilyandrapidlytaught,byenablingstudentstophotographandcreatetheirownbilingualdictionaryofrelevantwords.
Tiertwowordsaremoreabstractorcomplex;focusonthesewordsenablesstudentstograsplearningconceptsmorereadily.
Tierthreewordsarethoseusedincertaincontextssuchasadvancedvocabularyspecifictoasubjectdiscipline,thesewordsneedtobelearnedastheybecomerelevanttostudents.
Tiertwowordsareusedwhencomposingstoriesorrecounts,theyarealsousedwhencommunicatingorworkingcollaboratively.
Itisthesewordswhichteachersneedtoactivelyteachandprovideopportunitiesforpracticeinauthenticsettings.
Usingthesocioculturaltheory(Pellerin,2014;Sardareh&Saad,2012;vanCompernolle&Williams,2013)astheframework,teacherscreatelanguageandliteracylearningopportunitieswherenegotiationformeaningissupported;whilefeedbackandscaffoldingstrategies(Lee&Buxton,2013)suchas,pictures,graphicorganisers,audio,andvideosareprovided.
Thispaperwillconcentrateontoolswhichsupportboththeteacherandstudenttocreatebilingualresourcessuchasdigitalstories,whichenablemeaningfultasks,creatingauthenticartefactsforauthenticaudiences.
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docxPage2of13PresentationsoftoolsLingopoloIfprovidingbilingualeducationismostbeneficialforSLL(Dixonetal.
,2012;Galantini,2014;Halleetal.
,2012;Mayetal.
,2004),thenteachersneedtoupskillinastudent'sL1.
TheLingopolo('OnlineThailessons',2015)websiteprovideslessonsinDutch,FrenchandThai,inanon-linearformat.
AsIcurrentlyhaveastudentwhospeaksThaiathomeandEnglishatschool,butisnotyetliterateineitherlanguage,IhaveoptedforThailessons.
ParticipantslistentoaThaiaudiosegment(whichyoucanreplayifnecessary),thenselectanEnglishtranslationfromaselectionofphrases.
Asyouprogressthroughthemulti-choicequestions,younoticethateachphraseusesatleastonewordyouarealreadyfamiliarwithtoenablemoreaccurateguessinginthebeginningstage.
Asyouselectthecorrect(orincorrect)answer,youareprovidedwiththetextinEnglishandThai,arepeatoftheaudio,anillustration,andaliteralbreakdownchart.
Thechartbreaksdowneachword,withaudio,Englishtext,andThaitext,withlinkstofurtherlessonswiththatword.
Thewebsiteallowslearnerstoselect:athemedcoursefromaverybroadlist,Thaisyllabuslessons,partsofspeechlessons,orgloballessonswithdialogues,phrases,wordsorsyllables.
ThereisalsoasectiononlearningtoreadinThai.
ThiswebsitewouldbeusefulforlearningtounderstandThaispeakers,orforlearningaparticulartopicsuchasnumberstoassiststudentswithmathslessons.
ThiswebsitecouldalsobeusedtoassistaThaispeakingstudenttolearntoreadinbothlanguages.
Byhearingafamiliarphrase,andlinkingittotextinbothlanguages,thestudentwouldbeabletomakeconnectionsbetweenbothlanguagesandbothtexts.
TheLearntoreadsectionwouldalsobehelpful.
TheListeningRoomThisisawebsite('TheListeningRoom',n.
d.
)aimedatimprovinglisteningskillsforpeoplewithcochlearimplantsofallages.
Butmanyoftheresourcesarealsoexcellentfordevelopinglisteningskillsforeveryone,especiallyESLstudentswhoarestilldevelopingtheirauditorydiscriminationskillsinEnglish.
Phonologicalawarenessisasignificantpredictorofreadingsuccess(Anthony&Francis,2005;Carson,K.
,Gillon,G.
,&Boustead,T.
,2013;Crystal,D.
,1996;Gillon,G.
T.
,2004).
InadditionDufvaandVoetan,(1999;Dufvaetal.
,2001ascitedinOrtega,2013),claimthatC:\Users\tas73\AppData\Local\Microsoft\Windows\TemporaryInternetFiles\Content.
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docxPage3of13phonologicalawarenessisalsoapredictoroffutureattainedcommunicativeL2proficiency;soemployinglisteninggamesintheclassroombenefitsallstudents.
Thiswebsiteprovidesmanyorallanguagelearningactivities(clickonlessonsonceyouareloggedin),aimedatpreschoolthroughtoadults.
Theemphasisisonlisteningandspeakingratherthanreadingandwriting–anareathatislackinginresourcesforschools.
Atthefreewebsite,whichyouneedtologinto,youwillfindauditorydiscriminationtasks,games,sequencingactivitiesetc.
Manyareinpdfformatfordownloading,printingandcreatingresourcesforuseintheclassroom.
Amongstthemanyresourcestherearelargemuralactivitiestoencouragelisteningandspeakingskills.
Thesemuralscanbemadelargetoenablewholeclassorgroupactivities,ormadesmall(A3size)forsmallgrouporpairedactivities.
Learningactivitiescomewithexplicitinstructionsheetstoenableateacheraideorotherliteratepersontoassistwithfirsttimeattempts,butgroupsofstudentscanoftenusethemindependentlyafteroneinstructionsession.
Foryoungerstudentstherearethemedunitsbasedontraditionaltaleswithawidevarietyoffollowupactivities.
ForolderstudentsandadultstherearelisteningactivitiesbasedontelephoneskillsorlinkstoinspirationalTEDtalkvideoswiththeabilitytousecaptionsornot,toaidcomprehension.
Thiswebsitealsohasonlinelisteningexercisesfordevelopingskillssuchasdiscriminatingvowelsounds,orlisteningtotheendofwords.
ButIhaveusedthissiteprimarilyfortheirnon-ICTlearningactivities.
Criteria/featuresofdigitalstoriesAneffectivetoolforcreatingdigitalstorieswithyoungstudentswillincludesomeofthesefeatures:OpportunitiesforCollaborativediscussiontosupportSLL(Emert,2013;Hegelheimer&Lee,2013;Larson,2015;Pellerin,2014;Sardareh&Saad,2012;Thomas,2013)Opportunitiesforstudentstoshareunderstandings(Eagle,2012;Lai,Ni,&Zhao,2013;Sun,Yang,&He,2014)withminimalornoteachersupport.
Childfriendly–nottootextreliant(Cheatham,Jimenez-Silva,&Park,2015;Emert,2013;Jalongo&Sobolak,2011;Lan,Sung,Cheng,&Chang,2015;Pellerin,2014;Sadler&Dooly,2013)Editable(Bani-Hani,Al-Sobh,&Abu-Melhim,2014;Hegelheimer&Lee,2013;Hsu,Ching,&Grabowski,2014;Lanetal.
,2015;Ware&Kessler,2013)Speechtotextcapability(Genlott&Gronlund,2013;Lanetal.
,2015;Larson,2015;Schulze&Heift,2013;Ware&Kessler,2013)Texttospeechcapability(Genlott&Gronlund,2013;Lanetal.
,2015;Larson,2015;Schulze&Heift,2013)C:\Users\tas73\AppData\Local\Microsoft\Windows\TemporaryInternetFiles\Content.
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docxPage4of13Translation(Cheathametal.
,2015;Galantini,2014;Hegelheimer&Lee,2013;Larson,2015;Park,Zheng,Lawrence,&Warschauer,2013)Theabilitytodrawpicturesorinsertsymbols(Emert,2013;Jalongo&Sobolak,2011;Lanetal.
,2015;Lee&Buxton,2013)Photostakenorimagesdownloaded(Emert,2013;Hur&Suh,2012;Schugar,2013;Shelby-Caffey,béda,&Jenkins,2014)Lowercasekeyboard(AlthoughIfoundnoresearchtosupportthis,studentswhoarenotfamiliarwiththelowercase/uppercaserelationshiphavedifficultymakingtheconnectionbetweenthecapitallettersonakeyboardandtheirknowledgeoflowercaselettersinmostwords.
Thereforekeyboardswhichdepictlowercaselettersareeasierforthemtouse.
Manytouchscreenkeyboardsreverttothecapitalletterwhenthe'shift'keyistouched.
)Shareable,saveable,orcloudconnectiontoenlargethepotentialaudiencetoincludefamilyandschool(oreventheworldwidewebifwanted)(Emert,2013;Genlott&Gronlund,2013;Jalongo&Sobolak,2011;Lanetal.
,2015;Lee&Buxton,2013;Walsh,2014b)Multimodalpresentations(Emert,2013;Hur&Suh,2012;Pellerin,2014;Yang,2012)Printablesothatthestorycanbeaccessedfromamoretraditionalformat.
Tiertwovocabulary(Jalongo&Sobolak,2011)SwitchItmaker2Thistool(Spectronics,2015)wasdesignedtocreateresourcesforstudentswithsignificantdisabilitieswhichmadeusingatraditionalmousetoodifficult.
SwitchItpresentationscanbeaccessedviatouchscreen,mouseorkeyboardaswellasspecialneedstechnologiessuchasswitches,Intellikeys,trackball,andjoystick.
Lackoftechnicalskillscaninhibitlearning(Pellerin,2014;Sadler&Dooly,2013;Stockwell,2013;White,2014),thisresourcehasoneofthemostuser-friendly,lowtextinterfaces;thestudentsareleadthroughthestepsofmakingamultimodalpresentationwithsimplegraphicsandyes/nochoices(accompaniedbyathumbsuporokhandsignalsymbol).
Thissimpleinterfaceensuresthateventhemosttechnophobicpersoncancreatepresentations(speakingfromexperience!
).
ThefinishedpresentationcanbeplayedusingafreedownloadofaSwitchItplaybackprogram,andcanbeplayedbackautomaticallyorenabledbythetechnologiesmentionedabove.
Studentscansharetheirpresentationswithpeers,familyandfriends.
Sharingoptionsincludebeingabletoexportthepresentationtoothercomputers,orcreatingaCD-ROMorthepresentationcanalsobeprintedasabook.
TheSwitchItmakerallowsuserstoselectaformatforthepage,theninsertapictureorvideofromafile,fromtheinternet,oruseonethe1,500pictures,symbolsandrebusesincludedwiththeprogram.
TheprovidedimagesincludeavastarrayofPCSsymbolswhichpairwordswithpictures,whichisanexcellentresourceforELL(Englishlanguagelearners)whoarestilldevelopingtheirvocabulary.
Ateachstepintheprocess,apreviewisprovidedfortheusertoacceptorrejectbeforemovingtothenextstep.
Whenaddingtext,thetouchscreenkeyboardswitchesfromcapitaltolowercaseletterstosimplifyletterrecognitionforemergentreaders(textcanalsobeaddedviathecomputerkeyboard).
Toaddaudio,thechoicesrangefrominsertingmusicincludedintheprogram,orotheraccessibleaudiofiles.
Onecanopttorecorddirectlyontothepresentation–theuserinterfaceonceagainisallpicturesymbols,withclearindicationofwhenitisrecording,andanopportunitytoplaybackanddecidewhethertorerecordorusetheexistingaudiofile.
Incidentallyifthevideohadaudio,thetwoaudiorecordingsplaybacksimultaneously.
Finallytheuserselectsthetransitionanimationtothenextpage.
Aseachpageiscompletedtheprogramallowstheusertoselectmakinganotherpageorfinishingtheproject.
Ineditingmodeyoucanalsoeasilychangethesequenceofpagesorduplicatepagesortheentirepresentation.
TosimplifythecreationprocessevenmoreIrecommendcreatingthefirstpage,thisensuresthattheappropriatefileforpictures/videoandaudioinsertioncomeupautomaticallyforsuccessivepagestoavoidthestudentbeinglostinallthefilesthatusuallyareonacomputer,italsopreparesthepresentationtobesavedintheappropriatelocation.
Mymaincriticismofthistoolisthatifanerroroccurswhentypingtext,theonlywaytocorrectitistobackspaceallthewaytotheerrortoretypethetextagain.
Itisalsoanexpensiveprogramtopurchase.
Thisprogramcouldbeusedtocreatebilingualresources,usingvideoandaudiocreatedinclass,andaddingaccompanyingtext.
TheuserfriendlyinterfaceallowsC:\Users\tas73\AppData\Local\Microsoft\Windows\TemporaryInternetFiles\Content.
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docxPage5of13studentstocreateresourcesindependently,thatcanbeviewedandsharedwithpeers,familyandfriends.
Thereisanolderlearnersversionavailable.
ShowMeAlthoughpromotedasatool('ShowMe-TheOnlineLearningCommunity',2015)tocreatetutorialsfortheflippedclassroom,italsocanbeusedtocreatedigitalstoriesandmultimodalpresentationsbothforandbystudents.
ShowmeisafreeAppthatsimulatesaninteractivewhiteboard.
Featuresincludebeingabletouseink(withawidearrayofcolourstochoosefrom),addaudio,text,andinsertimages.
Imagescanbesourcednotonlyfromdrawingswiththeink,butdirectlyfromthedevicecamera,filesfromthedevice,andalsofromtheweb,DropboxandGoogleDrive.
Thebackgroundoptionsincludenotonlysolidcoloursbutlines,graphs,sheetmusicanddotarrays.
Thekeyboardswitchesfromcapitalletterstolowercaseletterswithatouchoftheshiftkey,andautomaticallyrevertstolowercaseafterthefirstletteriswritten.
Youcaneasilychangethesizeandcolouroftext,andinsertemotionsoralargeselectionofsymbols.
Textsavedfromothersources,canbepastedwiththeclipboardsymbolinthetextoptions.
Thisallowsyoutocopyalternativescriptsontothepresentation,suchasThai.
OneofthebestfeaturesofShowmeisitsspeechtotextfeaturewhichallowsstudentswithlimitedliteracyskillstoindependentlydictatestories.
ThisAppallowsyoutorecordthescreenwithaudio,whileyouaredrawingorwritingonthescreen.
Thisfeaturecanbeusedforassessmentpurposes,recordingstudents'thinkingprocesseswhilesolvingequations.
Thiscouldalsoallowastudenttorecordthemselvesreadingatextforplaybacklaterortoself-assess.
Finishedpresentationsareuploadedandsaved.
Itispossibletotrimtheendorbeginningofthepresentation,ordoeditingaftersavinganduploading.
Therearemanyoptionsfordownloadingfinishedpresentations,theycanbeprivate,onlyaccessibletoyouwhenyouareloggedintotheaccount,linkedtoyourfacebookaccount,oravailabletotheworldviatheShowmesite.
YoucansharethepresentationbylinkingtothespecificURL,email,oraTwitteraccount.
Ifyourpresentationsareonthepublicworldsite,otherShowmeuserscanaccessyourpresentationsbysearchingforyouraccount'spresentations,filename,orbytopic.
ThepossibilitiesforyoungstudentsusingthisApptocreatedigitalaudiobooksandmultimodalpresentationsareendless.
TheAppisnottextheavy,mostofthetoolsarerepresentedbypicturesymbols,andthespeechrecognitionandaudiotoolsmakethiseasyforstudentswithearlyliteracyskillstoproducegreatresultsindependently.
Severalpresentationscanbesavedonthedevicebeforelogginginorcommittingtouploadingtotheweb.
EducreationsThefreebasicversionofEducreations('Educreations',2015)alsosimulatesaninteractivewhiteboard.
Toolsincludeinkandtextoptions,insertingbackgrounds,insertingimagesfromthedevice,Dropbox,GoogleDrive,orsearchingforimagesontheEducreationssite.
Picturescanalsobetakendirectlyusingthedevicecamera.
ThisApphasfewerbackgroundandinkoptionsthanShowme,itfailedtopasteThaiscriptontothepage,butdoeshavetheimportantspeechtoC:\Users\tas73\AppData\Local\Microsoft\Windows\TemporaryInternetFiles\Content.
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docxPage6of13textfeatureforemergingliteraryskills.
Italsoappearstohaveexactlythesamepictureandsymboloptionsviathetextinsertionfeature,asShowme.
AnaddedfeatureinEducreationsistheabilitytoduplicatepages,savingtimewhenusingthesamebasicfeaturesonseveralpages,orforwhenrecordingdifferentstudentssolvingthesamechallenge.
TheAppalsohasthescreencapturevideooptionthatallowsuserstorecordaudiowhilecreatingpicturesorinsertingtext.
LikeShowmeyoucanalsorecordaudioaftercreatingseveralpagesofthepresentation.
Thiscanbedoneinadifferentorderthanthepageswerecreated,allowingyoutojumpbetweenvariousimageswhenrecordingyourpresentation.
Playbackisshownintheorderoftherecording,soifthereisnorecording,thepagewillnotshow.
IntheEducreationsAppplaybackcanbeviewedontheiPad,web,andwithCloudsync.
Presentationscanbesharedwiththeclass,usingalinkandembedcode,andonTwitterandFacebook.
Proversionallowsyoutoexportvideosandsavemorethanonedraftatatime.
Proversionalsogivesyoualaserpointertool,theabilitytoimportdocuments,presentations,webpages,andcustommaps,andallowsusers5GBofstoragespaceratherthanthe50MBonBasic.
ButtheProversioncosts$14.
99/monthor$124.
99/yearwhichmaymakeittooexpensiveformanyschools,whatevercurrencyitrefersto.
LikeShowmethepossibilitiesforstudentsusingthisApptocreatedigitalstoriesandmultimodalpresentationsisendless.
TheadvantagesofEducreationsoverShowmeistheabilitytoduplicatepages,andthereforesimplifytheprocesswhencreatingstories.
Theproversionalsohasmanyfeaturesthatwouldbeadvantageousforclassroomcollaborativework.
Thedisadvantageofthisappisnotbeingabletopastealternativescripts,nothavingasmanyoptionsforbackgroundsandcolourswhendrawing,andthebasicmodeallowsonlyonedrafttobesavedatatime.
OfficePowerPointwithOfficemixPowerPoint('MicrosoftPowerPointOnline-WorktogetheronPowerPointpresentations',n.
d.
)isatoolthatmanypeoplearealreadyfamiliarwithtocreatedigitalaudiobooksforstudents,butalsocanbeamediumforallowingthestudentstocreatetheirownaudio-visualpresentations.
PowerPointhasthecapabilitytocombinepictures,audioandprintwithanimationswithinpagesandanimationsoftransitionsfrompagetopage(Walsh,2014a).
Foranexampleofcreatinganaudiobook,bytakingphotographsofpagesfromaReadytoReadbookfromtheMinistryofEducationresourcesandsyncingitwithaprofessionaldigitalaudiorecordingofthestory–alsoprovidedbytheMinistryofEducation,youcanquicklycreatearudimentaryaudiobook.
IfyouedittheaudiowithatoolsuchasAudacity('Audacity:FreeAudioEditorandRecorder',n.
d.
),youcanlinkeachsectionofthepagetothecorrectaudiobitetolettheusersetthepacefortransitions.
Thisalsoletsyouallowtheaudiotobeusedonlywhenneeded.
YoucanprovideabilingualtextandbilingualnarrationforESLstudentswithintheclass.
TheAnimationfeaturesallowmanywaystoengagelearnerssuchas:emphasisingapictureortext,youcanalsousethemotionpatheffecttocreateabouncingballabovewordstomatchtexttoaudio.
Initiallyyoumaywanttosetthespeedoftransitionsfromonepagetothenext,oryoumaywanttogivetheoptiontothestudentstosetthepace.
Audiocanstartautomaticallyoronaclickdependingonpreferencesandlearninggoalsalso.
Aclassroomteachercancreateanaudiobook,duplicatemultiplecopies,andthenadjustthesettingsofeachcopytoaccommodatethelearningneedsofstudents.
PowerPointpresentationscanalsobeprintedasabook.
WhenyoungstudentsareusingPowerPointtocreateapresentation,itoftenhelpstousetheinsertalbumfeaturetocreatethestructureofthebookfromapre-selectedfileofpictures,studentscandeletepageswithpicturestheydonotwishtouse.
Thisenablesmuchoftheworktobedonewithafewclicks,butstillletsthestudentscustomizepages,textandaudioastheychoose.
WithOneDrive('OneDrive—cloudstoragefromMicrosoft',n.
d.
),filescannowbesharedwithotherstobroadenthepotentialaudienceforfinishedpresentations.
Anadd-incalledOfficemix('OfficeMix',n.
d.
)extendsthefeaturesofPowerPoint,addingscreenrecording,screenshot,ink,andinsertingvideoandaudio.
Whenusedwithatouchscreen,thisallowsuserstocreatevideosusingmanyfeaturessuchasscreenshotsandscreenvideos,drawingoverthetopofexistingslidesetc.
toallowmorestudentcreativityandinput.
OfficemixalsosimplifiestheabilitytopublishandsharefinishedpresentationsbyuploadingtoMix,anoptionthatisprivatebydefault,butcanbebroadenedtoinviteothersorbeavailableontheW.
W.
W.
OnecancreateanMP4videotoenableC:\Users\tas73\AppData\Local\Microsoft\Windows\TemporaryInternetFiles\Content.
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docxPage7of13playbackonmobiledevices,sharingcanalsobeviaexportingtoSCORMorpublishingonO365Video.
Toenablecreativityandcollaboration,manycopiesofabasicpresentationcanbeused,allowingeachindividualorgrouptoeditthepresentationusingtheirownaudio,text,specialeffectsetc.
OncefamiliarwithusingthefeaturesofPowerPoint,studentswillbeabletocreateoriginalpresentationsfromscratch,addingpicturesfromexistingfiles,fromtheinternet,orfromoriginaldrawings.
Thepossibilitiesforsharingandcollaborationareendless.
VideopresentationSwitchItmaker2http://screencast.
com/t/iQyybWRkopConclusionDespitethemultitudeofSecondLanguageAcquisitionresourcesavailabletoday,manyarenotsuitableforyounglearnerswhoarenotyetliterateineitherlanguage.
IftheL1isnotalanguagetheclassroomteacherisfluentin,theyareunabletoassistthestudentwiththeoftentext-heavyinstructionsthatmanyprogramsanddigitalresourcesuse.
Thereforealternativeresourcesneedtobecreated.
Theadvantageisthattheresourcescreatedcanbespecifictotheneedsandabilitiesofthestudents.
ManyoftheprinciplesofsecondlanguageinstructionstatedbyR.
Ellis(2008),occurnaturallyinajuniorclassroom.
Theseprinciplesinclude:focusingpredominantlyonmeaning,butalsoform,extensivesecondlanguageinput,withopportunitiesforoutput,interacting,andkeepingtheneedsofthelearnerforemost.
Finallyassessmentshouldfocusonfreeproductionaswellascontrolledproduction.
Significantlyimportantfactorsthatsupportliteracyandsecondlanguagelearningincludeactivelysupportingvocabularygrowth(Jalongo&Sobolak,2011),creatingauthenticandmeaningfullanguagetasks(Gonzalez&StLouis,2013;Hauck&Warnecke,2013;Laietal.
,2013;Pellerin,2014),andbuildingasupportivemutuallyrespectfulrelationshipwiththefamilyandtheculturalcommunity(Byrd,2012;Cheathametal.
,2015;Galantini,2014).
ManyeducatorsseedigitalstoriesaspowerfultoolsforliteracylearningandESLlearning.
Digitalstoriesandcollaborativewritinghavetheflexibilitytochangewhothestudentiswritingthestoryfor-audience,whoisdirectingthecreationofthestory-authorship,andwhatisactuallycreated-artefact(Ware&Kessler,2013).
Collaborativelycreatingdigitalstoriesprovidesopportunityfornegotiationofmeaning,negotiationofpurpose,planning,engagingincreativedrawing/photography,andcreatingtexts.
Multimodalpresentationsalsoprovideopportunitiesforspeaking,listening,reading,writing,presenting,andinterpreting.
Thereareawiderangeoftoolsavailablefortheclassroom,somemoreuserfriendlythanothers.
Thefinishedproductcanbesharedwithintheclassroom,withhome,schoolandcommunity,andevenwiththewiderW.
W.
W.
ifdesired,butatthejuniorclasslevelmanyhavereservationsaboutexposingyoungchildrentothispublicplatform.
UsingtheabovesuggestedtoolstocreatebilingualresourcessuchasdigitalstoriesandmultimodalpresentationsisaneffectivewaytosupportESLlearnersinthejuniorclassroom.
Creatingresourcescollaborativelyandsharingthemwithawidercommunity,utiliseskeyaspectsofconstructivelearningandsupportsteachersandstudentsintheirliteracyjourney.
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