Destinos: An Introduction to Spanish http://www.learner.org/resources/series75.html is intended for high school and above audiences.
The intended purpose of this website is to assist learners of Spanish. There are 52 videos in telenovela (soap opera) style episodes which are presented free of charge. Other than purchasing the accompanying text and work books, there are no external documents offered. There are a few links to Spanish news organizations. I suppose these could also be considered external documents, however they are not tied in directly to any of the lessons. They can be effective in that they are authentic text.
This site could be interesting to the learner who wants to see and hear the language spoken in a controlled environment that allows the learner to know what concepts are being presented. Much like the "real" telenovelas, there is so much overacting it is difficult NOT to understand what is happening in the story. :)
There is no practice, assessment, or feedback offered on this website.
The site is easy to use if you don't mind viewing the episodes on a two-inch screen. Or, you can play it in MediaPlayer if you know how to get the URL and paste it in. That way you can watch it on full screen.
This website is good for what it is intended. Which is providing a platform for viewing the videos and increasing textbook sales. The videos are of excellent quality (even though they are somewhat dated now). If used in conjunction with the text, the site is excellent. But even without the text, a teacher or student could make good use of this site.
The site could be improved by having questions to be answered after each video. Or possibly having links to cultural websites of the different countries each episode takes the viewer to.
Sunday, February 18, 2007
Egbert
I particularly liked the way Egbert breaks down the “conditions for optimal language learning environments” in his article. These eight conditions do not currently exist in my classroom, but they will. Without going into too much detail, at present, I am able to consistently provide my students with four of these conditions.
Seeing these conditions spelled out is going to help me bring better opportunities for my students to learn their target language. While I have been doing/providing some of these conditions, in some cases it was really just dumb luck that I was doing the right thing. For example, I have had students create their own restaurant menus when we were working on a food unit.
I also appreciate the acknowledgement that “it is not yet know for certain whether nature (cognition) or nurture (the classroom environment) is more important” (Egbert) in the ability to acquire a second language. I am often pleasantly surprised by one of my special education students who completely gets and understands a complex grammatical concept the first time I explain it. Then sometimes there is the straight-A student who cannot (at least not quickly) understand a simple grammatical concept, no matter how many different ways I explain or model it.
Egbert speaks to the fact that many educators complain that CALL research does not tell them which are the best CALL methods for teaching/learning. I agree with Egbert that there is probably not just one, or even a few, best method(s) for second language acquisition. Rather, there needs to be several methods available in order to reach all learners. I know I have seen in my classroom students who do better and learn more by acting out scenes in front of the class. Others do not do well with approach at all and would prefer to read about the material. I try to oblige both (or any) learning style that is not disruptive to my classroom.
Overall, I found the Egbert article very informative and I plan to begin implementation of the eight conditions immediately.
Seeing these conditions spelled out is going to help me bring better opportunities for my students to learn their target language. While I have been doing/providing some of these conditions, in some cases it was really just dumb luck that I was doing the right thing. For example, I have had students create their own restaurant menus when we were working on a food unit.
I also appreciate the acknowledgement that “it is not yet know for certain whether nature (cognition) or nurture (the classroom environment) is more important” (Egbert) in the ability to acquire a second language. I am often pleasantly surprised by one of my special education students who completely gets and understands a complex grammatical concept the first time I explain it. Then sometimes there is the straight-A student who cannot (at least not quickly) understand a simple grammatical concept, no matter how many different ways I explain or model it.
Egbert speaks to the fact that many educators complain that CALL research does not tell them which are the best CALL methods for teaching/learning. I agree with Egbert that there is probably not just one, or even a few, best method(s) for second language acquisition. Rather, there needs to be several methods available in order to reach all learners. I know I have seen in my classroom students who do better and learn more by acting out scenes in front of the class. Others do not do well with approach at all and would prefer to read about the material. I try to oblige both (or any) learning style that is not disruptive to my classroom.
Overall, I found the Egbert article very informative and I plan to begin implementation of the eight conditions immediately.
Monday, February 12, 2007
Software/Website Title: Studyspanish.com
Website URL: www.studyspanish.com
Grade/Age Level: Most appropriate for high school and up.
Language & Content: English (Spanish Grammar)
1) What is the intended purpose of the software or website?
2) What is the content of the software or website and how is it presented?
The content is mostly Spanish grammar (some vocabulary). It is in a list format. Very easy to use.
3) What external documents does the software or website include? Are they effective?
This site is self-contained. Many sites link to this one though.
4) In what ways is the software or website interesting to the target audience?
I'm making a big deal about this site even though I keep using that ugly word "grammar." And grammar isn't that interesting to most people. However, I tell my students that if I wasn't clear on something that they should try this website and some of the quizzes that go along with a particular grammar point. Those that take my advice usually come back the next class with both praise for the website and a better understanding of the topic at hand.
5) For what language goal(s) is this software or website useful/effective?
This website is most useful for grammar points.
6) Does this program or website offer practice? Assessment? Feedback? Of what kinds? (give examples) There are quizzes and tests with immediate feedback. There are multiple choice and fill in the blank questions.
7) Is this software or website easy to use? (i.e., navigation, layout, etc.) Very easy to use. It has a nice straight-forward layout with navigation links remaining on the left side. It's hard to get lost on this website.
8) What are the strengths of this software or website? It is without a doubt the most complete website I've seen for the study of Spanish grammar. And that's just on the free side of the site. I've never purchased a membership, but it appears that there is even more.
9) How can this software or website be improved? From a technical standpoint, I wouldn't change anything. I like that it's not too "glitzy." There are no distractions. And from a content standpoint, I think it is doing exactly what it is intended for - teaching Spanish grammar. I would be hard pressed to change much about it.
Website URL: www.studyspanish.com
Grade/Age Level: Most appropriate for high school and up.
Language & Content: English (Spanish Grammar)
1) What is the intended purpose of the software or website?
To help students of Spanish with grammar and vocabulary.
2) What is the content of the software or website and how is it presented?
The content is mostly Spanish grammar (some vocabulary). It is in a list format. Very easy to use.
3) What external documents does the software or website include? Are they effective?
This site is self-contained. Many sites link to this one though.
4) In what ways is the software or website interesting to the target audience?
I'm making a big deal about this site even though I keep using that ugly word "grammar." And grammar isn't that interesting to most people. However, I tell my students that if I wasn't clear on something that they should try this website and some of the quizzes that go along with a particular grammar point. Those that take my advice usually come back the next class with both praise for the website and a better understanding of the topic at hand.
5) For what language goal(s) is this software or website useful/effective?
This website is most useful for grammar points.
6) Does this program or website offer practice? Assessment? Feedback? Of what kinds? (give examples) There are quizzes and tests with immediate feedback. There are multiple choice and fill in the blank questions.
7) Is this software or website easy to use? (i.e., navigation, layout, etc.) Very easy to use. It has a nice straight-forward layout with navigation links remaining on the left side. It's hard to get lost on this website.
8) What are the strengths of this software or website? It is without a doubt the most complete website I've seen for the study of Spanish grammar. And that's just on the free side of the site. I've never purchased a membership, but it appears that there is even more.
9) How can this software or website be improved? From a technical standpoint, I wouldn't change anything. I like that it's not too "glitzy." There are no distractions. And from a content standpoint, I think it is doing exactly what it is intended for - teaching Spanish grammar. I would be hard pressed to change much about it.
Monday, February 5, 2007
Anderson
Anderson compares and contrasts the three different types of environments in which learning can occur – student-teacher, student-content, and student-student. According to Anderson, and I agree, none is necessarily better than the other as long as “deep and meaningful learning” is occurring. This may seem elementary at first glance; however one must consider such factors as learning styles, time, and the ever-important cost of delivering knowledge.
I am most intrigued by the possibilities of recording material (lessons) to be delivered asynchronously. This would enable the teacher to develop a lesson knowing that the student can interact with the content at his/her convenience and usually as often as needed.
I would like to have seen more in this article about student-student interaction, but that’s probably just the language teacher in me. This article was written about teaching and learning in general, but unlike other subjects, language requires that students speak to each other, particularly when classroom size is over 25 students.
While I have been aware that accessibility to content has become widespread, I had not considered that it puts “a premium value and cost on human based interaction…”
As a teacher of mostly ninth and tenth graders, I was somewhat amused by the “vicarious interaction” in which Anderson cites Sutton that “non-active participants gain from observing and empathizing with active participants. This may be true sometimes, but rest assured that when a ninth grader is a “non-active participant” there is no osmosis of knowledge.
My take on Anderson’s article is that there can be no concrete numbers put to what is the right mix for interaction. Its okay to stick with one method if it works, but don’t be afraid to try something else either.
I am most intrigued by the possibilities of recording material (lessons) to be delivered asynchronously. This would enable the teacher to develop a lesson knowing that the student can interact with the content at his/her convenience and usually as often as needed.
I would like to have seen more in this article about student-student interaction, but that’s probably just the language teacher in me. This article was written about teaching and learning in general, but unlike other subjects, language requires that students speak to each other, particularly when classroom size is over 25 students.
While I have been aware that accessibility to content has become widespread, I had not considered that it puts “a premium value and cost on human based interaction…”
As a teacher of mostly ninth and tenth graders, I was somewhat amused by the “vicarious interaction” in which Anderson cites Sutton that “non-active participants gain from observing and empathizing with active participants. This may be true sometimes, but rest assured that when a ninth grader is a “non-active participant” there is no osmosis of knowledge.
My take on Anderson’s article is that there can be no concrete numbers put to what is the right mix for interaction. Its okay to stick with one method if it works, but don’t be afraid to try something else either.
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