ELL+and+Blogs+(ePortfolios)


 * English Language Learners (ELL) and ePortfolio Blogs**


 * Bernadette McQuilkin**
 * Learning Challenges:** //English Language Learner (ELL)//
 * Web 2.0 Techniques:** //Blogging (ePortfolios)//

After teaching for many years in teaching in K – 12 schools, I accepted a position teaching a First Year Experience (FYE)course in a community college located in a multicultural US city. The curriculum involved reinforcing study skills, critical thinking, cultural enrichment, and career exploration. This FYE course was “l inked”with basic college writing courses, which meant the writing teacher and I were to collaborate to enhance the delivery of both courses. I soon came to realize that about half of my students were English language learners (ELL). In many cases, many were also already in the workforce, albeit in entry-level or part time jobs.

The project that initially frustrated students, but then seemed to capture their attention, was the compilation of electronic portfolios (ePortfolios). Using a WordPress blogging site, students wrote about their interests, skills, aspirations, etc. as if they were presenting information to future employers. As students were organizing thoughts about themselves, they were also practicing their writing skills, our requirement as a linkedclass. Students were also learning valuable technology skills, a requirement in today’s job market.

My background is not in ELL, and I was not prepared for the challenges I faced. However, when looking back on my approach, I believe I was on the right track. My practice is supported by research as stated in the first chapter of book by Lori Anger de Ramirez, Empower English Language Learners With Tools From the Web. Ramirez states, “…research about the use of Web 2.0 tools in the language classroom has shown that the use of technology is appreciated by students (Stanley, 2006), linked to greater motivation (Goodwin-Jones, 2005), and tools like blogs have been responsible for improvement in students ’ writing (Thorne & Payne, 2005)”.

In the future, however, I would be more thorough in introducing both the technology involved with using a WordPress site and the composition skills needed to write components of ePortfolios. In the blog “ELL Teaching 2.0 ”, Andrea Wilson Vasquez discusses the imperative need to build background knowledge on a concept, a skill that is not just for English language learners. She backs up her statements with research presented in, “ Pennsylvania Department of Education: Effective Practices for Teaching Academic Vocabulary ”. She suggests Haiku Deck as a way to present vocabulary in preparation for content learning.

The following are summaries of free or inexpensive technology tools to use with ELL and other students to build background before presenting new content:

Haiku Deck: Use this app to compose an illustrated handbook.

Explain Everything: This app acts like an interactive whiteboard and allows you to annotate, animate, narrate, import, and export.

Jing: A computer service that allows you to record videos on your computer and then to share them with anyone.


 * References:**

Anger de Ramirez, Lori. Empower English Language Learners With Tools From the Web (1st chapter in book). Retrieved December 5, 2014 from [].

Goodwin-Jones, R. (2005). Emerging technologies: Skype and podcasting: Disruptive technologies for language learning. Language Learning and Technology, 9(3), 9 – 12.

Pennsylvania Department of Education. Effective Practices for Teaching Academic Vocabulary. Retrieved December 5, 2014, from [].

Stanley, G. (2006). Podcasting: Audio on the Internet comes of age. TESL-EJ, 9(4). Retrieved December 5, 2014, from [].

Stahl, S., & Nagy, W. (2006). Teaching word meanings. Mahwah, NJ: Lawrence Erlbaum Associates.

Vasquez, Andrea Wilson. ELL Teaching 2.0. Retrieved December 5, 2014 from [].