Diana Monzn

Dora Leal
Kerym Escobar

Technologies to
support oral skills

- Internet is a source for recorded songs, e-books, podcasts, and video clips.
- It helps Ss pronunciation & reinforcement of new vocabulary
- Students improve identification of grammatical errors and inaccuracy in
pronunciation. .

Flip of video cameras to record their mouth movements.

- Karaoke-style approach makes students visualize rhymes and songs through

freeze-frame photography.

Advantages of using audios and talking photo albums

- Cheap
- Portable

- Used by many learners

- Encourage speakers to use oral language in class

Example:
Audio recorders like talking tins,
peas o cards can be used to
reinforce the learning of traditional
rhymes or to record the singing of
popular songs.

Talking photo albums: Stories or

nonfiction texts with an oral
narrative.

www.segfl.org.uk/spot/post/recorda
ble_talking_devices

E-tools that facilitate language practice

- They need to offer opportunities practice language as many way as possible.
- Technologies provide learners with the opportunity to communicate with others.

Synchronous tools

Asynchronous tools:

Video-conferencing

E-mail

Face-to-face interaction

Blogging

Virtual words (Second life, Active Words, Open

Sim):

Wikis

Case 1.1: Travelling through arts Spain and Canada

Main goal
To investigate how computer mediated communication (CMC) can facilitate
English language learning between children based in two different countries.

Characteristics
6-year old Catalan students were linked to a Canadian school
Work collaboratively on a cross-curricular project integrating art, social
science and language learning
Research the life of a local artist
Share findings asynchronously via blogs and wikis
Virtual exhibition of artwork was created in Second Life

http://teachertefl.edu.glogster.com/travellingthruart/

Developing reading and writing

Why children are unable to comprehend or appreciate the full purpose of
a piece of text

Reading is forced too early and becomes a purely mechanistic process

Limited access to appropriate texts to interact with

Lack of exposure to authentic oral models

Texts are too sophisticated for some English learners

www.wordle.net

DIGITAL LITERACY

Children are bombarded daily by an array of digital texts

Children need to learn to understand the media-types in the physical

world as well as on the internet
Digital texts and electronic books (e-books) can inspire children to
read.

http://www.naturalreaders.com/index.html

Interactive Fiction (IF)

Active reading by enabling learners to
affect outcomes in stories

Motivation
Author for different audiences
Multi-modal digital narratives like
cartoons, storyboards,
presentations, blogs, websites
and extended prose.
http://uk.mantralingua.com/

Talking Texts
Books are a natural starting point for
language learning at whatever age
the process starts.

Increase access
Books bring texts alive (voice
characterisation, intonation and
expression
Modelling authentic oral
language
www.2simple.com

Case 1.3: Cross curricular story

writing- Turkey

Main goal
To promote creativity using childrens artwork to produce digital animations

Characteristics
A class of five- and six-year old children worked on a year-long curricular
story writing project
Created an audio-enabled talking book based on the characters of two
imaginary children, Bubble and Pebble (e-book)
During English classes, teaching was always conducted in the target
language. During art classes, the children were provided with a number of
different character models to design their animations for the story.

https://itunes.apple.com/us/app/bubble-and-pebblestory/id444909635?mt=8