Blogs and the ESL Classroom

Blogging can serve a number of roles in enhancing the education experience for both students and teachers alike. Regardless of the subject or curriculum, blogging can make for a unique tool in sharing ideas, strategies, questions, and concerns. It can also be useful as a means of completing and submitting assignments, assembling 'e-portfolios', reviewing other students' contributions, etc. The list of possibilities is as long as you make it. Its practicality for English as a Second Language (ESL) instruction and learning is no less substantial.

Three ways that I would make use of the 'blogosphere' for my ESL classroom, were I instructing a course of beginners in the acquisition of the English language, might include:

1) Connecting my ESL students with members of another class in another culture / country. This could work in several ways, but I will present the following example; if I were instructing a mono-cultural class, such as a group of Korean students in Seoul, or Polish speakers in Warsaw, or francophones in Kinshasa, I could have them network with another group that is also studying ESL. This would allow for a sharing of common or differing experiences students have already had or will have during the process of learning a new language. This would help students' encouragement and motivation level by seeing the unique difficulties other students (and cultures) face. This can be done by requiring a few blog posts by each student, one to introduce themselves to the rest of the group, and one to write a short, more formal composition on the difficulties, rewards, and reflections of learning English. Comments on other posts would be required, but the need for formality would be less of a concern as a demonstration of basic communicative ability is more important in this particular field.

This would meet TESOL PreK–12 English Language Proficiency Standard 1, which reads, "English language learners communicate for social, intercultural, and instructional purposes within the school setting." (PreK–12 English Language Proficiency Standards Framework at TESOL.org.)

2) Assigning an internet resource-based writing project. This can have any topic at its foundation, and it will serve both to enhance the users' abilities and experiences with blogging and internet tools and their use of the English language. For this example, I have chose a specific assignment.
Part of teaching a second language requires educating the learner on the cultural history, or a chronology of the language's development through significant world events, stages of civilization, contributions to the arts and society, and so on.
To meet this requirement, I would assign students to first research a distinct English speaking society, either in the past or present, that interests them. Their resources can be written in the students' native language(s) if they are at a very minimal level of English capabilities. If they are slightly more competent with the language to a basic degree, a requirement that the resources be published in English could be made. The students will then give a brief overview of that society, including its inception (and possible demise), its traditions, beliefs, values, etc. They will then present their personal reflections on that society - what they found interesting, why they chose that group, possible similarities between that culture and their own, differences, or whatever they would like to share. They can then read other students' submissions and expound on those through comments and replies.

This would meet TESOL, Inc.'s PreK–12 English Language Proficiency Standard 5, which reads, "English language learners communicate information, ideas, and concepts necessary for academic success in the area of social studies." (PreK–12 English Language Proficiency Standards Framework at TESOL.org.)

3) Requiring that all student assignments, both formally graded and informal exercises, are posted on the blog to compile what author Will Richardson refers to as an 'Online Filing Cabinet,' which can be in turn be used to create an 'E-Portfolio.'
This blog capability may be even more valuable to language acquisition than many other fields of study. The resulting e-portfolio can be used as part of a final assessment of the students progress through the course of the year or semester. All completed work will be easily accessible in one location where I, or any instructor, will be able to make a clear evaluation in how the learner has improved his or her adeptness with the English language from day one until the final assignment. Its a great way to summarize progress and evaluate successes without worrying about storing and organizing countless papers and other assignments or hoping that my students have not lost them or thrown them out.

This would meet TESOL, Inc.'s Technology Standards for Language Teachers Standard 3, which reads, "Language teachers apply technology to improve efficiency in preparing for class, grading, and maintaining records." This is part of Goal 4, that "Language teachers use technology to improve communication, collaboration, and efficiency." (Technology Standards for Language Teachers at TESOL.org.)

This is just the beginning of the educational opportunities blogging can bring to the 'English as a Second Language' student and teacher alike. Its doubtless that more uses will be discussed here soon!

Note: I have chosen to follow TESOL standards, rather than ACTFL, as I will be instructing ESL which is in fact distinct from the instruction of a English as a foreign language, with different teaching methods and philosophies. I will also be teaching outside of the public school system of the United States, so for the purpose of outlining blog uses that I may potentially use in real life circumstances, New York State standards, while providing a good, basic outline, are of no direct relevance or necessity.