ELL+Students+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 a basic college writing courses, which meant the writing teacher and I were to collaborate to enhance the delivery of both courses. About half of my students were English language learners (ELL), and 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, ambitions, etc. for future employers. As students were organizing thoughts about themselves, they were also practicing their writing skills, our requirement as a linked class. 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 the 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 supports her statements with research presented in “ Pennsylvania Department of Education: Effective Practices for Teaching Academic Vocabulary ”. Finally, Vasquez give examples of ways to use the app Haiku Deck for developing vocabulary in preparation for content learning.

The following are summaries of free or inexpensive technology tools to use with ELL and other students:

Haiku Deck: An app used for making illustrated slide presentations.

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 share them with anyone.

__**ELL Students as Self-Motivated Bloggers**__

As a high school English teacher, I am often reminding students of their personal responsibilities to take control of their own learning. They must understand that what we do in the classroom is only part of the big and complete picture of their education. With honors and AP students, it’s easy to give homework, require students to attend tutoring, or introduce a new learning tool, like a Wiki or Blog. Most of the time, students are eager to engage in completing these tasks and often go above and beyond the requirements. These are the students who will learn, on their own, how to add videos, images, or links to their new blogging assignment. Motivation and autonomy in their learning is second nature to them. It can be argued that these students find success and self-motivation because they have the access to the necessary tools to help aide in their learning, and being fluent in the English language is the key and most necessary tool (among the many) they have. However, there are a few students peppered in my non-advanced classes that are not fluent in English. They do not have the basic tool for success in high school, let alone an English class. Without complete fluency, these students struggle in finding motivation or autonomy to help go above and beyond their own comfort. What research has found is that blogging can, in fact, be the key to unlocking ELL motivation and autonomy in their learning, especially in English class. Thus, blogging can help ELL students take responsibility, go above and beyond, and truly become motivated writers. Through engaging classroom and out-of-classroom discussions or projects ELL students can gain confidence in themselves as writers.
 * Jessica Boswell**
 * Learning Challenges:** English Language Learner (ELL)
 * Web 2.0 Technique:** Blogging

__What Can Blogging Do for the ELL Student:__


 * 1) Blogging provides an avenue for students to work independently away from direct teacher instruction
 * 2) Blogging inspires students to discover new literacy tools available at their fingertips through internet resources (like online dictionaries or translators
 * 3) Blogging allows for social communication with peers.


 * This gives students the ability to look at peer models in real time, interact with another student’s writing, and get feedback for their own work
 * Blogging allows students new avenues for learning how to write for different audiences and purposes
 * Blogging increases personal expression and creativity

__How Can Classroom Teachers Help Blogging ELL Students?__


 * 1) Provide the opportunity to use online tools in class (this ensures access to the internet)
 * 2) Provide tutorials/practice days that thoroughly introduce the skill and model how to add a blog entry and respond to peers (this ensures students are familiar with the program)
 * 3) Provide practice (allow students to fail and succeed before they are let loose to work on their own)


 * References:**

Anger de Ramirez, Lori. Empower English language learners with tools from the web (1st chapter in book). Retrieved December 5, 2014, from [].

Foroutan, M., Noordin, N., & Hamzah, M. S. G. B. (2013). Weblog promotes ESL learners' writing autonomy. Journal of Language Teaching and Research, 4(5), 994+. Retrieved from http://go.galegroup.com.ezproxyles.flo.org/ps/i.doid=GALE%7CA350977969&v=2.1&u=les_main&it=r&p= PROF&sw=w&asid=92d879d7e4529ebc873b4acbf4e46e22

Gebhard, M., Seger, W., & Shin, D.-S. (2011). Blogging and emergent L2 literacy development in an urban elementary school: a functional perspective. CALICO Journal, 28(2), 1+. Retrieved from http://go.galegroup.com.ezproxyles.flo.org/ps/i.do?id=GALE%7CA295259548&v =2.1&u=les_main&it=r&p=PROF&sw=w&asid=d8371d98814588de989ab8bb5ed3d912

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 [].

Thorne, S., & Payne, J. (2005). Evolutionary trajectories, Internet mediated expression, and language education. CALICO, 22(3), 371–397.

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


 * __ELL Students, Blogging, and History:__**
 * Kelli Gerhardt**
 * Learning Challenges:** English Language Learners (ELL)
 * Web 2.0 Technique:** Blogging

I have been teaching for about 3 years now and every year I have at least 2 ELL students who can not speak any English. It is extremely difficult to communicate with these students, let alone teach them about history.

Then I started using Google Translate to communicate basic instructions with the students. Then I thought...why not allow the students to blog to not only communicate but also learn history?!?!?

At first- I would allow the students to blog in their native tongue. Then slowly have the students start shifting from their native tongue to English. Along the way-use sites such as Google Translate to help us understand, but also have the students add a variety of pictures to help with the communication process. I would also choose a blogging platform that allows users to leave both written and audio comments.

What is great about blogging and ELL students are, I can teach them a 21st century skill while teaching them about history. ELL students are learning to communicate through technology. Blogging would also teach the students independence and the ability to own one's work. The students can be proud of their work, no matter how complicated the task.

One barrier may be lack of student interest due to the student being intimidated to try blogging. But a great way for the students to not be intimidated or overwhelmed would be to start the student off with easy tasks, such as setting up the blog, or adding pictures to a blog with no words. Then once they were comfortable with this task move on to something a little more difficult. Eventually the goal would be for the students to blog about history topics using pictures and personal experiences.

Before you know it, you will have not only an expert blogger but also a historian as well.