30 November: Peripherals in the Classroom

Peripherals, like laptops, are a tool in the classroom. As such, there isn't anything radically different about their use in my classroom. So, I think I'll write about the special challenges of computer use in a beginning language classroom.

Digital tools have a special place in a language class in that they allow students to express their ideas and creativity in the target language in new and different ways. They also allow the teacher to bring language into the classroom through different media (music, video, text you name it). In addition, their are tons of new tools to extend language learning online through sites such as livemocha, learnspanish and even university level coursework such as MIT.

The challenge with digital tools is the temptation they offer students to 'express' their ideas so easily. Online translation sites abound, and for a sophisticated grade 8 student who has only basic language structures and vocabulary at his/her disposal they seem like the perfect way to say what you want to say. This can undermine language learning in various ways.

Most importantly, students don't use the target language structures and vocabulary that they need to as the essential scaffolding for developing fluency. In a sense, it allows them to run before they can walk. This actually slows their mastery of core curricula. To the teacher, it is always glaringly obvious when something has been been translated by google; it contains language way beyond the student's level and/or it is a mishmash of non-sensical phrases.

Initially I dealt with this simply by explaining to my students the scoring/rubric criteria for assignments and the necessity of focusing on the core language structures related to the task. I emphasized how easy it is to recognize the results of a translation site and how I valued their experimentation with language much more than perfect phrasing. Though it worked to an extent, students continued to use the sites.

Ironically, the only thing that really worked was to go old school. With a project oriented classroom, I now generally have my students write by hand using good old paper and pen. When that step is complete, students incorporate their (and this way it truly is theirs) language into video, digital stories, slideshows etc. In some cases there are more mistakes; in some cases there are fewer. Either way, student are authentically using the target language in real ways that truly reflect their language development.