NYS TESOL Publication: Idiom

Merging Language and Technology Training
by Linda Schrank

English as a Second Language educators have the responsibility not only of providing language skills, but also of providing those skills that will enable our students to succeed academically and professionally. Employers today demand a workforce that can use technology with ease and efficiency. Therefore, we as educators are obliged to provide the opportunity to develop those skills our students will need in order to become a part of the future workforce, with its ever-increasing technological requirements.

As a result of these new forces and demands, not only do we at Rockland Community College teach language skills in our English as a Second Language program, we also concurrently teach computer skills. As part of our ESL program, we have developed the ESL computer assisted instruction (CAI) modules, which provide reinforcement of language skills as well as computer skills. These modules were developed as support modules for the eleven-hour-per-week intensive ESL program and are a required one-credit equivalent course for all full-time ESL students. Both full-time and adjunct faculty teach these CAI modules and coordinate their activities with the ESL classroom teacher.

The curriculum for these courses varies with the students’ levels of competency. Our more advanced levels concentrate on those language skills that will prepare them for entry into mainstream courses. Consequently, we focus on both reading and writing development in conjunction with an introduction to word processing skills. Our beginning- and intermediate-level students use a variety of software that will develop competency in grammar structure and usage, spelling, and reading comprehension. Moreover, all levels receive instruction in accessing the Internet, with the advanced level also learning basic Internet research skills.

Much has been published about the advantages of using word processing as a tool for writing instruction, such as the ease of editing and the professional appearance of the finished product. Our motivation for using this approach with the advanced level is based on several concepts. Most students, both ESL and mainstream, would like to view writing as a single-step process. Using word processing allows the student to see view writing as a multi-step process one must progress through in order to achieve a final product. By using word processing, our students are more receptive to our suggestions for improvement and are more apt to learn self-editing skills as well. Additionally, in these classes, we teach students how to read their own or their peers’ essays, with the hope that many students will recognize when their thoughts are not completely expressed, that perhaps they could have chosen a more effective word or phrase, and that a word or phrase could have been deleted.

The instruction of word processing in the advanced ESL level is systematic. During the first week of class, we ask each student to provide an in-class writing sample so that we can determine each writer’s abilities and deficiencies. At the next class session, we begin to introduce essential computer and word processing terminology. Over the next few weeks, we begin integrating word processing skills with the writing process. Because many of our students have not had prior word processing experience, we teach all students the following: cursor movement, essential keys (enter, space bar, shift key, tab key, control key, insert, delete, home, end, page up, page down), saving and retrieving data, correction using the backspace key, overtype, data insertion and deletion, spell check and printing. The atmosphere in the CAI lab during these activities is one of excitement and apprehension. Over the years, we have witnessed a true desire to learn this new skill and have experienced along with our students the pure joy at producing that first document.

Our beginning and intermediate students reinforce their language skills using a variety of software packages installed on our network. Some sessions are devoted to individualized instruction. At this time, each student has the opportunity to select computer activities based upon his or her own desire, the ESL classroom instructor’s recommendation or the CAI teacher’s plan. Our software includes instructional programs, plus drill and practice programs in reading comprehension, grammar, writing, spelling, story reconstruction, story sequencing, and vocabulary development. In order to use this software, all students receive instruction in basic computer operation: turning the computer on and off, accessing the program, using the mouse, using directional keys, and using the keyboard. Because we have a large software library, we can prevent monotony while also allowing the students to have input and control over their learning. By permitting students to select their own software, they become cognizant of their linguistic strengths and weaknesses. We have found that the use of CAI has created excitement and motivation for practicing even the most tedious grammar structures, to which students previously would have given only scant attention. Some of our software is multimedia and fully integrates all four language skills. Students bring their own headsets to class and have the opportunity to listen to authentic discourse, read the same text, answer multiple choice questions and practice writing through dictations, all contained in the software.

As part of our effort to prepare students for mainstream courses as well as for the workforce, all of our levels receive instruction in using the Internet— for many, this is the first time they have been so engaged. The CAI instructors have developed a large repertoire of activities designed especially for the competencies at each ESL level. Our intermediate students have learned how to access their college e-mail accounts, and how to compose and how to retrieve their mail. The teachers often correspond with their students via e-mail to provide our students with practice opportunities. Our students are delighted that this free service will allow them to communicate with friends and family members both in the United States and abroad. Students are also given the opportunity to learn about search engines and browsers through activities such as scavenger hunts. Students at all levels also develop their listening skills through sites such as Randall’s Listening Lab and various news reporting sites. Activities include exercises in reading train schedules, finding specific details, and comparing information. For example, our advanced students have written comparison/contrast essays about world wedding customs, alternative medicine, and most-wanted criminals at the FBI site. The possibilities are endless.

Computer assisted instruction allows the teacher to be creative in developing strategies for language learning. The use of CAI, which began as a pilot project in 1987, has become an essential part of our students’ experiences at Rockland Community College. The need for the inclusion of CAI has been substantiated by the students’ responses in our course evaluations, by their excellent attendance, and by our conversations with the students and their ESL instructors. Through these courses, our entire ESL population has been given the linguistic and technological skills needed for future college studies. It is gratifying for us to know that we are providing our students with marketable skills as well.

Linda Schrank is an associate professor of ESL and the coordinator of the ESL program at Rockland Community College. She developed the ESL Computer Assisted modules in 1987 as a reinforcement support class for the Intensive ESL program. <lschrank@sunyrockland.edu>