Written by Claudia Soruco
Being a citizen of a diverse world means being part of a technological world where everybody is somewhat connected. And I say “somewhat” because there is still something call “language barrier” that prevents a full connection and communication among others. However, the appropriate use of technology can help us to address and minimize this problem. Technological tools, in fact, allow children to better learn a language, while in turn, allow them to be in tune with the new digital era. Only with good language and communication skills as well as a good use of electronic devices, this huge and diverse world can become a smaller and simpler one, a world easier to deal with.
It is not surprising that many of us wish that we could get the children’s attention like the iPad, cellphone, tablets, and computers do. But is not uncommon either that this desire comes with the concern of the actual benefits from having their children use these devices. For that reason let me show you 4 different strategies on how the use of technology can be very positive, particularly, in the process of acquiring and learning either first or second language based on current research.
1) “Multiple Exposure Through e-books”
A study found in the Journal of early childhood literacy, concluded that learning new vocabulary is more effective through the use of digital books instead of traditional ones. Why? Because of the images, audios, and translations available. Children can also learn new vocabulary better since they can listen over and over again to the stories contained in e-books.
Parents and teachers are encouraged to use diverse digital libraries available to them. Glenview Public Library, Tumble Book Library, and Story time Standouts are just some examples where they can find eBooks in different languages for preschoolers to fifth graders. These books are free of charge.
2) “Promoting Collaborative Writing Through Wikis and Chats”
This is especially beneficial to enhance the writing and grammar aspect of the language. Web 2.0 tools such as Wikis and Chats can be used both at school and home.
At school, for example, all together can create a story, where each member could have the responsibility to add a paragraph or sentence. Young children can contribute by drawing or spelling different words. Stories posted on wikis can add illustrations, photos, and even videos that can reinforce the learning language. At the end of the stories, teacher could add questions to promote discussion among learners such as “What do you think of the story?” “Do you agree with its ending?” “ Why or Why not?” “ Could you think of other similar stories?”
Children’s production can be shared with other children around the world, opening a space for conversations.
Parents could monitor and assist children with their homework posted on Wikis, they also can see their children’s progress, and check the calendar for future events and school activities. Wikis and chat could be an appropriate tool for promoting dialogue with children about what is happening in school and how children are doing. Instead of just asking every day “How was school today,” they could say “How was your Science project about rocks today?” based on the information parents obtain from Wikis and chats.
3) “Teaching with Video Games”
Incorporating video games into the curriculum may require a lot of planning. To facilitate this task, teachers can talk with the school librarian, other teachers, and with the children about what would be a useful and relevant age-appropriate video game. They need to plan how to wisely distribute the time between video games and physical play with other children. Since both activities aid children to expand their language, teachers should recognize when and for how long each of these games (electronic and non-electronic) need to be allowed and promoted. The same can be said for parents, when playing video games, it is important to limit their children’s time, and combined with other physical and social activities. The adult supervision and assistance would be necessary to ensure that children are getting benefits from the video game.
4) Supporting mobile-assisted language learning: Cellphones, I pads.”
There are many cost efficient apps that parents and teachers can get for their children to promote and foster their language development. Bilingual students could benefit from apps such as Intro to letters, sounds right, hello-hello English, adventures for kids, duolingo, menrise, and many others. These apps are available for iPhones, tablets, smartphones, and iPads, and they include many languages: Spanish, Chinese, Portuguese, Italian, French, etc.
Schools should contemplate the idea of incorporating these mobile devices into their classrooms, and allocate funds for their purchase. However, logistic and technical issues should be considered before its implementation. It includes: wireless access, maintenance costs, and infrastructure needed. In the case of preschool classrooms, these devices could be placed in the “listening centers”
Although technology offers benefits, the active role of the teacher and parents is still fundamental in the process of using these tools. Technological devices alone will not make a difference in children’s language learning and development. Planning, scaffolding, and supervision are always necessary.
