15 June 2007
Expert Discusses Technology, Classroom Activities Design
USINFO Webchat transcript, June 14
Judie Haynes, an expert on teaching elementary English as a Second Language (ESL), answered questions in a June 14 USINFO Webchat about creative ways to motivate students and make learning fun.
Following is the transcript:
(begin transcript)
U.S. DEPARTMENT OF STATE
Bureau of International Information Programs
USINFO Webchat transcript
Internet Tools & Curriculum Design for Young Learners of English: Technology and Classroom Activities
Guest: Judie Haynes
Date: June 14, 2007
Time: 5:00 p.m. EDT (4:00 P.M. Mexico City)
Moderator: Welcome to our discussion! The webchat will take place today, June 14. Please check to be sure you have the correct local time. This webchat will take place at 16:00 Mexico City time/17:00 Washington DC time/21:00 GMT.
If you are unable to join us live, please send in your question now and check back after the chat for answers to your questions.
Moderator: Dear participants. Our guest Judie Haynes will be getting started earlier than scheduled so please don't be surprised if you see some questions and answers appearing before 16:00 Mexico City/17:00 Washington/21:00 GMT.
Question [Manuel Aguirre]: Hi! Judie, I know that today webchat is about Technology and Classroom Activities, but I would like to take advantage of this webchat to ask some other questions.
Fist of all, congratulations for your excellent book: Getting Started with English Language Learners: How Educators Can Meet the Challenge.
Actually, I have read the only first two chapters posted online. It called my attention the following parts. How Do Students Acquire Social Language? Does Social Language need to be taught and practiced or it needs to be, in the case of EFL, part of the program? Also, Evaluating the Silent Period. How does a teacher know when a child is ready to speak?
Judie, do these apply for an EFL environment? How do we really know what program to use? And how do we know when an EFL student is ready to speak? I know these are many questions but I think as teachers we ask these, and the answers are very hard, not only find, but also to adapt to our classes and groups.
Manuel Aguirre
ASC – Academic Support Center
Managua … Nicaragua
Answer [Judie Haynes]: Hello Manuel – Thank you so much for your comments on my book. If anyone else wants to read the chapters Manuel mentions they can see them on my website. To answer your questions – Getting Started with English Language Learners was meant for a U.S. audience. ESL is really different from EFL because students have very compelling reasons to learn English. After an ESL class students go back into mainstream classrooms and they are surrounded by English all day. I think that in an EFL setting, social language definitely needs to be taught. You probably spend a good deal of time on that. You may have to artificially set up opportunities for students to practice social language. In the U.S. in an ESL class, we start right in teaching academic language.
Students in an EFL class may be willing to speak right away because they are not surrounded by English native speakers. However, the silent period occurs because students aren’t ready to produce language. It doesn’t matter what new language they are learning. Remember, just because students are not speaking doesn't mean they are not learning.
Q [aimee Cabrera]: Please I would like to see suggestions to my 8 and 9 years old students because I want them to enjoy themselves when learning, sometimes they don't pay enough attention and I have to explain everything again but I don't want to see them with no interest in it, thank you!!
A [Judie Haynes]: Hi Aimee! This is a good question and one that I am often asked. Students can't learn if they are not paying attention. You need to establish discipline first and then have fun. I establish a routine with each of my classes. If I have a "lively" group of students who don't pay attention, I have them make a list of rules for the group. These rules are posted in the room. I make sure that all eyes are focused on me before I give directions. I tell students to listen carefully. I then ask one of them to repeat the directions for classmates. Directions should be one short, simple step at a time. I wait to do songs and movement at the end of the class.
Moderator: Dear participants, if you would like to introduce yourself to the group, please choose "comment" when typing your introduction. The moderator will post your greetings to the chat page. Thank you!
Q [Jeanne]: I teach Spanish to English-speaking students. I am looking for a website/chat room where my students can practice their Spanish. Do you know of such a site? Jeanne Blankenship
A [Judie Haynes]: Hi Jeanne! Most of the sites that I know offer lessons plans for teachers or written activities for students. They charge for Spanish speaking and listening. If you do a search you will find commercial sites that give you a few free activities.
Comment [Frank2]: My name is Frankin Tellez from the Binational Center Managua-Nicaragua.
We have different programs: 3-6 and 7-12 years old/Teens/adults. We invite people from the American Embassy to interact with our students. These guest speakers talk about their experiences living in our country. The students (children, teens and adults) enjoy and practice English with them.
I remember last year we invited three Marines to talk about their job. They were wearing their uniforms, and special equipment, the children were asking many questions, for them and the Marines was a great experience.
Thanksgiving Day, We invited a Chef, he was wearing his uniform and all the kitchen equipment, he taught our students how to cook the turkey, ingredients, and many things about traditions and culture. We plan activities thinking about our students needs. I agree, as teachers we can find ways to make language learning fun! Motivation is the Key!
Q [patriot]: please tell me how can we learn the English in the right way?
A [Judie Haynes]: This is a very broad question. I don’t know that there is any one “right” way to learn English. It depends on what your purpose in learning English is. When we teach English in the United States to people speaking other languages, we use content area materials. For example, students will learn English through the study of science, history or math. Our goal is to get students on grade level as quickly as possible. When teaching children, we only teach grammar in context. They don’t do drills and other grammar activities.
Q [IRC Antananarivo]: from Mamisoa RAKOTONJANAHARY military air force Ivato: I begin to teach as an instructor trainee but my problem is I don t know what am I going to do to start the teaching. Most of my student are older than me. Will you give some advice please?
A [Judie Haynes]: Hi! You first have to know what level your students are. It doesn't matter that they are older. You are the teacher. You are the expert.
Moderator: Welcome to our webchat! As you can see, we have already started.
Q [patriot]: will grammar effective for the new English learners?
A [Judie Haynes]: I would say not. People need to have real reasons to learn English. New students need to communicate with classmates and develop listening skills. They need to develop vocabulary. Use TPR, gestures, songs, chants, drawings and other visuals to teach English. If we teach language through grammar, we are not teaching students to communicate.
Q [Heba2]: Hi Judie and hello to everyone. My name is Heba. I actually never had the chance to use technology in the classroom activities except when I started teaching adults because it is easier for them to follow the instructions that the teacher say and I feel that they really enjoy it so much. So what can you tell me about using this method to teach young learners and how could I keep them interested all the time in what they're doing?
A [Judie Haynes]: Hi Heba! My students as young as 7 years old can log in to the school server, open word processing documents, do simple searches on Google or find a website that I want them to view. Even my 5 & 6 year old use the computer but I have to log them in. You need to invest some time in teaching them how to use technology. My students all love to use the computer. Sometimes I have them work on various websites and sometimes they use MSWord to write stories or poems. They use Inspiration or Kidspiration to organize their thoughts. (See http://www.inspiration.com) I also have them bookmark a lesson on my website, everythingESL.net. They go to http://www.everythingesl.net/inservices/elementary_sites_ells_71638.php
and I can tell them what site to use from there. If the instructions are a little complicated, I write them down so that students have a paper copy and can listen to my directions.
Q [Hoby]: I am a teacher in primary school Antananarivo. It’s an important thing for malagasy young people to learn English language and following the development of technology like in the internet tools, they become very interested by these, especially the students. But the problem is the miss of computer in our house not like in your country. What can we do?
A [Judie Haynes]: You need to push for at least one computer for teachers to use so that you get ideas from the internet. The internet is a powerful motivator for students to learn English. I hope one day you will have a few computers in each classroom.
Q [Naimat Ullah Khan]: LC Karachi: Would not you think that ESL Online classes could advantage the student of English Language learning in South East Asia, Pre-departure training in ESL could also be a good idea which could come true if the Online ESL/EFL Training could be provided to the students and learners. Naimat Ullah Khan Lincoln Corner Karachi Pakistan
A [Judie Haynes]: Dear Naimat: English Online courses are a great way to teach reading and writing in. Language is communication so you will also want to learn to speak and understand English. That you need to do with a real live teacher. Online courses, however, are a good start.
Q [rachelm]: Hi Judy. I am currently working with a project that teaches English and computer skills to young language learners in public schools in Brazil. Most of the computers we use run on LINUX and not on Windows. I was wondering if you knew of any good English language learning sites, resources, games or programs that run on LINUX? Thanks, Rachel
A [Judie Haynes]: Hi! I'm sorry but I don't know anything about LINUX. That is a computer language and most of the educational materials run on Windows. I can only suggest that you contact some of the big language software companies and inquire about the use of Linux in education.
Q [Teacher_CID]: How can I use internet to make my students improve their second language (English)? Please give us some examples that have already worked.
A [Judie Haynes]: I use the internet for research in English and for English language sites. My resources are mostly for children ages 5 to 12 but some of them can be use by older students. Go to my free website everythingESL.net and look for Elementary Websites for English Language Learners
(http://www.everythingesl.net/inservices/elementary_sites_ells_71638.php) This is a list of all of the sites I use with students. The starred items are favorites. I am always adding new sites to this list so check it often.
Q [IRC Antananarivo]: I am Mrs. Voahangy Ratsimba-Razafimahefa,a national coordinator of English in Primary Schools. As Madagascar is not entirely connected to Internet, it is obvious that only teacher trainers and a few teachers can have access to this means in order to get info. Can you send more websites about curriculum designing suitable to young learners?
A [Judie Haynes]: Hello! Thank you for joining us from Madagascar. My website, that I mentioned above, is one source. There is another article on my site Preschool Websites for Teachers that has many ideas. Go to http://www.everythingesl.net/inservices/preschool_websites_teachers_01232.php. Although many of these sites are designed for 3-5 year olds, there are lots of ideas for students ages 6-8. When you do internet searches for materials, don’t limit yourself to ESL materials. Most of what I use is pulled from materials designed for native speakers. Even commercial sites such as Scholastic.com and discovery.com provide many excellent ideas.
Good luck!
Q [Meena Reddy]: What are the main issues/points that a teacher should keep in mind while developing a curriculum for the young learners of English?
A [Judie Haynes]: Dear Meena - I think the overriding concern should be that language is communication. If you develop a curriculum that addresses listening, speaking, reading, and writing, you will have done well.
Moderator: Welcome everyone! We see your questions coming in. If you would like to tell us who you are and where in the world you are joining the chat from, please select "comment".
Q [IRC Antananarivo]: Hi. I am Malala, a secondary school English teacher in Antananarivo. We are projecting to introduce English language learning trough computer and internet in our school. The trouble is that we have never used a computer in class. How could we do so successfully?
A [Judie Haynes]: Hi Malala. Now that you’ve invested in computers, you need to send some staff members for training so that they can come back and train their colleagues. It takes a long time (years) for the whole staff to learn the computer. If everyone could learn how use a word processing program or how to log onto the internet, then you have a start.
Q [IRC Antananarivo]: From Lucile, a secondary school English teacher in Antananarivo. What kind of activities should we do when we start teaching English through internet? Will the usual questions such as MCQ, True or False, odd man out be still appropriate or should we formulate the questions otherwise?
A [Judie Haynes]: Hello Lucile. Are you talking about designing your own materials? I don’t think that is necessary. There is so much available on the internet as far as grammar, vocabulary study and other secondary school information. One source is from the English Language Institute at Oregon State at http://oregonstate.edu/~healeyd/dhsites.html
Q [rina]: Hi, We are a group of 16 teachers in Guatemala. We'd like to know how to develop a curriculum that is internet based?
Q [Mirana] English teacher in our country teaches with books. But these books had been written many years ago. However, may be new words or expressions have been created. So what do you suggest for people in countries who don't speak English to keep up with this development? From MIRANA student at air force base Ivato.
A [Judie Haynes]: This is a problem. There are new expressions and words (especially having to do with technology) that you should be exposed to as a student. Technology helps you keep up with your language. In any case, you have found a good way to communicate - by using a webchat. Encourage your teacher and your classmates to do the same. That way, you can bring something more up-to-date into your learning. Good job!
C [IRC Antananarivo]: From Felana English student at air force base. This webchat is very helpful and needful so a lot of students are participating in it we whish that there will be another ways to teach English again.
C [IRC Antananarivo]: From HAJANIRINA teacher from MADAGASCAR: The first step to enhance kids to learn English is that the parents encourage them and also repeat with them at home.
Q [Angelo]: WHEN CAN YOU WRITE ALL OF THESE CHATS IN ONE BOOK FOR US, BECAUSE MOST OF US DON'T HAVE A COMPUTER?
C [Binational Center-NIc-Fernando Rodriguez M.]: Hi Judy, this is Fernando Rodriguez, an EFL teacher at the binational center in Managua Nicaragua. I feel pleased to be able to participate in this great chat session with lots of colleagues. My questions are as follows
Q [Isabelle Hughes]: I need an advice. What should I do to make my 'silent' students speaking? I don't want to force them, I just want them to express themselves and practice. However, when I'm making a group activity, they always let the other members of the group speak. Do you have any strategies that I could use? American Corner Centro Cultural Nicaraguense Norteamericano Managua, Nicaragua Isabelle Hughes
A [Judie Haynes]: According to research a silent period is normal and you should not force students to speak. It can be very frustrating for the teacher. I think group work is an excellent strategy. If the "silent" student contributes to the group in native language, writes, or does artwork, then I would leave him alone for a while. If the student is not contributing to the group, you need to make a certain level of participation a requirement. Also try songs, movie clips and skits.
C [Moderator]: Dear Angelo, thank you for the suggestion. We are looking at ways to make these valuable transcripts available to everyone.
Q [IRC Antananarivo]: From Andreas. How to transmit English courses in the primary school? Few people have computers in Madagascar, because the price of that is expensive, only the rich men have. Is it possible for developed country to reduce the price of computer?
A [Judie Haynes]: Hi Andreas. If you don’t have computers yet (not even one for the teachers?), use other types of technology. I used to use tape recorders and radio stations. Do your students have MP3 players or cell phones? These could be used for language instruction. We have to make the best of what we have.
C [rina]: Hi. We teach in a context where access to computers is limited. How do manage activities with 20 kids and one computer.
A [Judie Haynes]: Hi Rina. I was in that situation until 4 years ago. You need to make stations so that students can divide into groups and spend some part of the week at the computer while classmates are working with you or in other small groups listening to tapes, reading or writing.
Q [IRC Antananarivo]: From Felana English student air force IVATO, are there any ways to teach English without using internet? example why not by mobile phone?
A [Judie Haynes]: Yes Felana – the new phones with text messaging and capacity for downloading music are certainly resources you can use.
I rent books on CD for my own personal use. I don’t know if you have a source for that but books can be purchased and downloaded onto MP3 players (or Ipods).
Q [IRC Antananarivo]: From Andy, English student at the Air Force Base Ivato. Now, I am learning English and I have a problem with a vocabulary. I don’t remember all of them. What should I do to remember them?
A [Judie Haynes]: Andy, Research in vocabulary shows that it is difficult to memorize a list of vocabulary words out of context and retain them. You need to learn vocabulary in the context of real situations or from books you are reading.
When I lived in France and was a second language learner myself, I used to make by own dictionary in a notebook and write down words that I wanted to remember. That way I didn’t have to keep looking up the same word over and over again.
C [Claudia]: Hello. I´m Claudia, from São Paulo, Brazil. I´ve been using weblogs with my EFL students. They are in fourth grade. I noticed that their interest in classes increased after we started working on weblogs. They see a reason for learning English.
Q [Binational Center-NIc-Fernando Rodriguez M.]: How can I get a child started in learning English when she barely knows how to write in her native language, let's say a 6-7 year-old child?
A [Judie Haynes]: According to the latest research and a National panel on literacy (Diane August), your student should learn to read and write in native language first. If you are able to provide native language literacy instruction, you can still start teaching the child to develop listening skills and speaking in English. If native language literacy is not possible, you should start teaching the student to read and write in English also.
Q [IRC Antananarivo]: From MOANAESA and RASHIDA SARAFALY, English Language teachers from Public High School Lycee J J Rabearivel.
We do not teach this age group, but we are interested in having some website addresses and some curriculum design on how to teach vocabulary or prepositions to young learners, as we have children in this age group.
A [Judie Haynes]: I personally don’t think that young children learn well through grammar exercises. I like to immerse children in sound (music, finger plays, choral reading, chants) and visuals such as photos, diagrams, drawings, and realia. You can also have them use TPR (SEE tpr-world.com/) make a game of the prepositions, for example. Give directions and have them go in different places. I once took a camera and photographed my students some place in the school on, in, under, next to, in front of, in back of, etc and students wrote a sentence to go with the photograph. We bound the pictures into a class book.
Q [rina]: Are there computer resources that can be used without internet access?
A [Judie Haynes]: Dear Rina - Yes, I have used CDs with my students. I purchased language CDs, Broderbund Living Books and my students used them for years. I would have one computer and they would sit around it and take turns interacting with the screen. Of course, my ESL groups only had 5-8 students so it was possible for them to do a story together.
Moderator: To those just joining us, welcome! If you would like to introduce yourself to the group, please select the "comment" option and we will post your greeting to the chat page.
Q [rina]: How do you use a cell phone in language instruction?
A [Judie Haynes]: Well, to tell the truth I don't use one myself for instruction because my young students are not allowed to have cell phones in school. However, a university instructor told me that she had her students write text messages to each other or to make notes to themselves about assignments or vocabulary. The newer phones allow you to download materials from the internet. Right now I can't see a cell phone as a major teaching tool but it can be a way to engage students in learning. 06-14-2007 17:30:29
C [roberto boj]: Hi! My name is Roberto. I'm a teacher at a Preparatoria in Mexico and I was invited to join this event but unfortunately most of the comments are related to younger students. However I'll be checking other's comments and trying to get the best for my own practice. Congratulations on this event!
Q [Adriana2]: Hello, I'm Adriana, from a binational Center in Argentina. This is the first time I join this kind of chat sessions, but I've read some of the transcriptions from previous chat and found them really interesting. We don't have computers in each classroom but there's a multimedia lab with a computer for the teacher to use. Are there online activities that can be done with young children that can be carried out just with the teacher handling the computer?
A [Judie Haynes]: Yes, if you have an LCD player your computer screen can be projected on the wall or a fixed white screen. Then you can put up a site and navigate it for the students. I have some great sources for books read on internet sites that my students love. This can be done on a single computer. If your group is small you don't need the projector.
Q [marc_edn]: Will a copy of this discussion be sent to our e-mails, after the conclusion of this chat?
Moderator: A copy of this transcript will be posted to the USINFO Webchat homepage within one business day. I will provide the URL shortly.
Q [rina]: How does establishing routines help with discipline in a language lab?
A [Judie Haynes]: I think establishing routines and rules is important in any teaching situation and the language lab is a teaching situation. I feel that discipline is especially important when using computers. If kids are fooling around, valuable equipment can be broken. I don't let my students leave my room until everything on their desktop is put away and they have logged out.
C [Adriana2]: I really liked Claudia's comment on the use of weblogs, where can I get information on how to implement them. That's a bit new to me and I'd like to do some reading and get some ideas to see whether it's possible for us to do something of the kind.
A [Judie Haynes]: There is a lot of information on the internet about blogs. I do not use them with my elementary age students (ages 5-12) because of safety issues. I think that there are great possibilities with weblogs for older students.
C [luis alfonso]: I think if I want to improve my way to teach English, I have to know different opinions of other English Teachers. I think I have to select what I think will be better for my class and for my students.
C [rachelm]: Can you check the TPR link again, because when I follow it I don't think I'm getting the right site. Thanks, Rachel
C [inasym]: Hi everybody, this is Inas from Egypt. Thank you Judie for all this info
C [Claudia]: I agree with Judie when she says that establishing routines is important in any teaching situation. Students have to know exactly what is expected from them when working on a computer project.
Q [marc_edn]: Hi, my name is Marc, from Brasilia, Brazil. What Broderbund books are the most interesting for which classes in grades 1 to 4?
A [Judie Haynes]: My students love all of the "Arthur" books. There are also Berenstein Bears. These are all first class books for children and the CDs are very interactive. I'm not so sure Broderbund still owns the rights to the CDs. Let me check it out. I'll get back to you at the end.
Moderator: Thank you "rachelm", I'll take a look at that link now. And just to remind everyone, Judie is working hard to answer as many of your questions as possible!
Q [Binational Center-NIc-Fernando Rodriguez M.]: could you suggest a fun vocabulary activity for young learners?
A [Judie Haynes]: First, I don't have students learn vocabulary out of context so all vocabulary is learned within the context of a thematic unit. I have them make concentration games and bingo games. Each student might write three vocabulary words on index cards with the definition on the other side and we see who can get the most definitions correct.
Moderator: Today’s webchat is the final of four webchats devoted to the topic of “Internet Tools & Curriculum Design for Young Learners of English.”
You can find today’s transcript and transcripts of the first three chats on our USINFO Webchat homepage archives.
Q [Robson]: Tiago, from Rio de Janeiro, Brazil - ESL teacher - I'd like to know how can I make a good work using the word wall?
A [Judie Haynes]: Don't put too many words on a word wall. I have two walls. One for content information and vocabulary and one for words the students have trouble spelling. The first wall changes as we finish a thematic unit.
Q [rina]: What's the communicative benefit of a child interacting with the computer?
A [Judie Haynes]: First of all I find that my students write so much better when they use a word processing program rather than a pencil and paper. They are much more willing to revise their work. I can make comments in their writing files using a different colored font. So I guess that is a communicative benefit. I have the students get on the computer after we have read a story. For example, we read a story about the mystery of the Loch Ness Monster. I had them research the Loch Ness Monster online and they were so exited. They're interacting with each other and showing classmates what they found.
Q [Claudia]: But don’t you think that we should teach students how to deal with safety problems? We work on weblogs where we teach (10 year old students) and it’s safe. Students do not write full name, they do not post pictures and give too personal information and I feel that besides teaching them English, we also teach them how to deal safety.
Moderator: The link: tpr-world.com is now working properly.
Q [Norman Huerta]: Hello Judie, Great pleasure to be in this Webchat today. I am the adult program coordinator of the Binational Center in Nicaragua, and I would like to ask you for a good site that we could use in our multimedia lab.
1.- There are many different free sites to surf in the web but you have to pay for the good ones. We would like to give students a chance to work not only in our multimedia lab but also outside the class.
2.- Our students are very proficient in using the net, is there any Educational software they can have access at home or any other place, so they can improve their reading skills?
Thank you very much.
A [Judie Haynes]: I don't think they necessarily need software. They can access one of the free websites that have exercises for English language learners. Dave's ESL Cafe has a pretty good list. Randall's Cyberspace is another source. Please Google them because I'm running out of time. If you need more information write to me on my website bulletin board "Ask Judie."
Q [Isabelle Hughes]: American Corner, CCNN, Nicaragua: To what extend should we correct the students? I mean, when beginners are making an oral presentation, they do many mistakes (expressions, verb tense, prepositions, words, etc). Those errors often relate to material that has not been covered yet...
A [Judie Haynes]: I would not have beginners make oral presentations about using vocabulary and grammar that they have not yet studied. They should present something very short and appropriate for their level of English.
Q [rina]: What are some safety measures that can be taken in order to prevent students from chatting with unwanted or inappropriate individuals?
A [Judie Haynes]: My school has a security system. We set the "Google" search to have the highest security. We have very few problems with this question. Students are supervised. I often put sites that I want them to look at on my website and they access them through my site. I also check the first couple of pages of words that I want them to Google.
C [Lizet Pérez Márquez]: hi! My name is Lizet, I work in a high school in Guadalajara, Jalisco Mexico. My students are teenagers. I read about somebody want to use some exercises on the Internet to practice vocabulary. There are many words games on the Internet, one is named "Bookworm". If you search in google, for example you search for this game or pop cap games, you will find many games to practice vocabulary like bookworm, scrabble, etc.
Q [rina]: Are there any sites to help us teach science to young learners?
A [Judie Haynes]: Yes. I use science sites all the time. We do a science fair project in ESL and their are hundreds of sites. My school keeps a list on their website - http://www.riveredgeschools.org. Look for student and or teacher resources.
C [IRC Antananarivo]: From Mamisoa RAKOTONJANAHARY, military and English learner ELC Ivato Antananarivo: Is there a big difference between American and British English because since Voice of America (a radio station) have stopped and I have to listen to BBC radio, I have very big problem to understand what do they tell about
A [Judie Haynes]: Yes, the pronunciation is quite different. Keep trying, however, and I think you will get used to the British English.
C [Lizet Pérez Márquez]: there are many web pages with ideas to teach English, according with our specific needs, one of them is named "The teacher corner" is really good on it you will find ideas and materials for the four skills and vocabulary and grammar
C [Adriana2]: I've been checking the online stories, they're great. Thank you Judie.
C [Benjamin Franklin Library Mexico City]: This is Claudia Mendiola, Outreach Librarian from the Benjamin Franklin Library in Mexico City. Just to recommend that you visit our English Teaching Section http://www.usembassy-mexico.gov/bbf/bfingles.htm
Q [Claudia]: I believe that we should try to use the computer with younger learners as a way to encourage their interaction. When two or three students use the computer collaboratively they learn in a more effective way. They have to make decisions, solve problems, interact. What do you think?
A [Judie Haynes]: Yes. I agree. Especially, if they are supposed to answer particular questions. I sometimes have my 6 year olds share computers to do Starfall.com or other simple stories. You just have to make sure that one of the group does not monopolize the keyboard.
C [Robson]: I always use the starfall site with my students 6 -8 year-old students and them love it because they can interect with the stories.
Q [Frank2]: Our students´parents cannot speak English, can you give some ideas how they can help their children at home? Franklin Téllez -Binational Center-Nicaragua
A [Judie Haynes]: Very few of the parents of my students speak English and many of my students were born in the United States. They only speak native language at home. I encourage parents to develop concepts in native language because then their children only have to learn the English for the concepts. This, however, does not help in an EFL setting. All you can ask parents to do is support the idea of learning a second language. You might also offer classes for the parents in the evening.
Moderator: Hi everyone. Judie Haynes continues to review your questions. We are past our scheduled closing time so we truly appreciate her staying with us. Please be understanding if you do not see your question answered. There are many, many questions coming in!
Q [clau]: Hi. I'm Claudia from Salta Argentina. I think the use of the web is a wonderful source for EFL but finding the right material for each group is time consuming. What is the easiest way to get to it and make it profitable?
A [Judie Haynes]: I subscribe to a few paid websites. Raz-Kids.com is one that I have found very effective. This gives books on all different levels with comprehension questions at the end. Students can listen or read the stories. Each group is working on different level. The students know how to get into the program. I keep a record of where they left off. They also have a site where you can download and print out books.
C [Alan2]: Good Evening Judith. I wonder if you could recommend any websites or resources dealing with the effective pedagogic use of interactive whiteboards. My school is currently evaluating the implantation of technology in the classroom and it would be kind of you to give us a head start in our research.
A [Judie Haynes]: My school has a few whiteboards and they are great for English language instruction if you have a lot of beginners. I'm not sure where the computer teacher gets her lessons from. If you want to post this question on my "Ask Judie" Bulletin board, I'll find out and get back to you. This could be a good book topic for someone.
Moderator: Earlier in the chat Judie mentioned the "Arthur" books. Here is a link: http://www.kidsclick.com/learningco.htm
C [walk]: Walkyria Machado, from Rio das Flôres, Brazil.
The http://www.juliasrainbowcorner.com is an excellent site too, my students love.
Q [luis alfonso]: Dear Judie. What can I do? My students don’t like English. I am a teacher in Guadalajara, Jalisco, Mexico. I always try to motivate my students to be better. In fact they almost always get exams without studying. I think students don't care if they understand or not, if they fail exams or not. What can I do to motivate them to do the things in the right way?
A [Judie Haynes]: This is a difficult question. How long are your lessons? Do you change activities often? You need to "sell" your program. Kids not caring whether they pass or fail is not a problem unique to you and learning English. Can you use taped American TV shows, music, etc. in your class as a reward for learning the boring part?
C [Alan2]: Thank you. I'll do that. It's good to know that somebody is making effective use.
C [rachelm]: Thank you Judie for sharing your time and expertise with us.
In response to Frank2 in the Project I am working for in Brazil we have the parents accompany the students to the computer skills sessions, where they work on simple games that reinforce basic vocabulary they have learned in the classroom.
While the parents do not speak English they can play basic word games on the computers and it helps them be involved. Another idea would be to have an open house session where you teach parents and students songs or games they can play in English.
Q [Robson]: Robson, from Rio de Janeiro, Brazil. How long time it is enough to my students get a good development in the computers? Usually my students get on line for one hour.
A [Judie Haynes]: I think one hour is a good amount of time. When we are writing a report, my students only have 30 minutes each day to work on it. They always feel that they have to stop in the middle of their work. I think one hour is a good length of time.
Q [Robson]: Can you tell me some others sites with simple activities and stories like starfall?
A [Judie Haynes]: Go to my website and look at my list of sites for young learners. I'm using a lot of the sites on the list.
Q [BrigitteELF]: Hi - This is Brigitte Miller a teaching fellow in Mexico City. I was wondering if you could recommend some authentic materials that are appropriate for young learners that can be found online. (Songs or video sites for youngsters online). Also, do you use webquests with this age group? Do you have some sites you can recommend. Thanks.
A [Judie Haynes]: Webquests are a great resource because you can control where the students go. I use a lot of online books. I like one site where the books are read of SAG actors. http://www.storylineonline.net/
C [BrigitteELF]: Thank you. Brigitte
A [Judie Haynes]: Thank you all of participating in this webchat. If you have further questions or I did not answer your questions, I can be reached at http://www.everythingesl.net/askjudie It was good to talk to you all.
C [Alan2]: Thank you and good night
Moderator: We wish to thank Judie Haynes for joining us today. The webchat is now closed. Please visit our USINFO Webchat Station homepage for more information on upcoming events and a transcript of today’s discussion (posted within one business day).
(Guests are chosen for their expertise. The views expressed by guests are their own and do not necessarily reflect those of the U.S. Department of State.)
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