ESL Pod Podcast Review

In terms of usefulness for the teacher, ESL Pod serves the most like an instructional tool. It does not look as "authentic" as the other two podcasts reviewed here but would be the most useful. The teacher can organize their instruction by units, daily English, Cultural English, or particular topic (food, travel, etc.) There are also a myriad of options with at least 1000 podcasts to choose from which is helpful for the teacher to specifically choose what they need. With each podcast there is a transcript, vocabulary, cultural note, idiom explanation, and comprehension questions. The downside to all of this amazing content is that the teacher would need to subscribe and pay a fee. Another downside is this podcast does sound very "school-like" and less authentic.

Culips Podcast Review

The Culips broadcast is more marketed for all learners and would be more suitable for a middle or high school classroom. In this podcast, there are 7 different series that a teacher could use for a variety of purposes. For example, one series is "speakeasy" where the podcaster focuses on pronunciation and sounding more fluent. There are also different conversations with different speeds such as "chatterbox" which is a series of stories, and "simplified speech" which is a slowed down version. There are also study guides that go along with these podcasts.

Culips seems really useful for the classroom. I appreciate that there are study guides and with each podcast there are particular vocabulary terms/idioms that are highlighted and explained. This makes the work for the teacher easier to figure out the podcast that they want to use. I also appreciate that there is a variety of series, so the teacher can determine what series would be appropriate for the learner. In terms of interest and authenticity, I would say that All Ears Podcast sounds more real and like a podcast one would listen to just driving down the road, but for instructional purposes Culips is a great teacher tool to have for ESL teachers.

All Ears Podcast Review

This podcast is hosted by three teachers in TESOL with the intent on helping advanced learners understand English more comprehensively, or help them pass the IELTS exam. This podcast is available for download on iTunes, or it can be listened to on the website. Podcasts are separated into several categories with many podcast options.

The one I listened to was English Acronyms to Break the English Barriers. The content is called a "web class" and the teachers are Lindsay and Michelle. They do speak in conversational, podcast style, so it is clear that this would be appropriate for someone who is an advanced speaker. Lindsay and Michelle do talk quickly which may be challenging for someone even with a moderate fluency. With that being said, I do really like the banter and conversational style of the women. Topics are diverse and range from business to specifics of grammar. I would highly recommend this podcast for advanced learners and adult learners.

What Comes Next?

In the recent wave of school closings and opting to go to remote learning, Beard (2020) poses the question of how this will affect education in the future. Beard uses the anecdote of a Chinese learner and now entrepreneur, Haoyang Li, who boasts that the Chinese simply are "better" at education than the English because of cultural differences. Li founded Squirrel AI, a company that is among others using computer algorithms to guide learners with only a few "super teachers". Companies such as Li's claim that by separating the learner from the teacher, it creates concentration on the education itself rather than the social aspect.

This article is of particular interest this week since many of us are moving to remote teaching and hosting content online. After this is over it will raise many questions. Why are teachers necessary? What role do teachers and the education system play in our society? Can education be hosted all online to change the way we live our lives. I found this article to be interesting because so much of what we do as teachers is build relationships and whenever I explain my job, I almost never see myself as a deliverer of content. I can't help but wonder if Li's vision could work in a society such as ours that tends to be driven by social situations and reader response. For example, go into most English classrooms and we are teaching interaction and thought rather than spelling and grammar. I can't help but wonder if this is a cultural disconnect or simply one man's experience that maybe doesn't translate to me? What I know is we are all about to embark on an educational revolution and should hold on to what we love so dear: teaching.

https://www.theguardian.com/technology/2020/mar/19/can-computers-ever-replace-the-classroom

Making ELL education Relevant

Koester (2020) reports on the Monmouth Central Intermediate School's ELL program. Javier Reyes provides what he calls "place based education" where science lessons are based are the area they live rather than random places that students have no familiarity with. In addition, the class is taught entirely in Spanish. This school has seen a great influx in ELLs after a Smithfield meat processing plant was established. To accommodate the need of learners many are enrolled in what is called dual-language transitional bilingual education program where they receive academic English skills and Spanish speaking skills. These skills in tandem help to create a culture that is relevant to the students needs. Students are able to engage with skills and tools that are more "English" but are put into a relevant context.

This article was especially relevant after having discussed the lingua franca this week and how students should be taught necessary language skills. This article was a breath of fresh air from the other articles that all, of course, centered around our global COVID19 crisis. Oftentimes in education we become disconnected for usage. I am a stern believer in education to be educated, but throughout my years I do find that foundational skills that will be used in real-life scenarios continue to be necessary.

The ESL Bridge

These past weeks our course has been discussing how ESL can encourage student voices and bridge gaps between students. This week the article I read served as a testimony to this same idea. The program began in 2003 at the Assumption Church in Philadelphia with 90 adult learners. Since its beginnings, the Parish has had hundreds of immigrants who credit the sense of belonging to the program. There is a small fee with the learning needing to purchase their own books, but since it is not immersion, students are able to maintain their livelihood and learn. Learners come from all different backgrounds and have authentic experiences with cultures and, of course, learning English.

Of course in coursework we study the methods and the benefits, but to truly see faces and hear experiences makes this week a little different. This article highlights the necessity of authenticity and communication as learning. Even today I thought I would love to talk to someone in French, just to get some practice in. I don't have the opportunities like the immigrants in Philadelphia..or do I? When the authenticity isn't possible, this is where technology could come into play. I did a quick google search and found tandem and hellotalk.com. Both applications boast that you can chat with someone from another country to practice your language. In the tandem app you choose the language, you choose the topic, and it connects you. Apps and technology will never replace human interaction, but it provides a doorway that have previously been nonexistent.









Reference:
Israel, D. (2020). English as a second language program helps Bayonne immigrants find their voices. Retrieved from
https://hudsonreporter.com/2020/02/28/the-english-as-a-second-language-program-that-helps-bayonne-immigrants-find-their-voice/

Brown Skin: Red America

Country Roads. Farming. Burning of Chambersburg. Fresh Produce. All of these are associated with Franklin County. But a new wave of association is coming: under represented migrant workers. In the article, Benschoff (2020) reveals that there are currently 843 immigrant students in need of ESL instruction, more than double from last year. These immigrants come to Franklin County for the vast amount of opportunities, but the school district has to keep up with the need. Despite doubling in size, the Chambersburg Area School District only hired one addition ESL teacher. A main concern of these programs being developed by the white population with a lack of understanding of students true needs. Within the article, Benschoff (2020) address the concern of stigma of immigrants, ESL instruction, and life as a family of migrant workers.

This article is of particular importance for me, as I live in the Chambersburg School District and teach in the neighboring school. I heard this piece play on the radio three times this week and every time I heard it I felt a particular responsibility. Even in my coursework, I imagined a classroom in the far distant future with students in an imagined classroom. This article brought me to reality that this isn't an imaginary world with practice lesson plans, but this is a world that is currently being affected and affecting EL students. The piece highlights one of the families and all I kept thinking is did they sell me vegetables at the farmers market this year? Do they work on the farm I know and love? Are these the people whose name I don't even know, but they make my summer meals possible? The answer to all is yes. These students are our connection to our community. ELLs are quite literally the thread that binds us. They are the thin, integral line holding and connecting all of us together. 



Benschoff, J. (2020, February 22). Speaking mam in MAGA country: I
mmigration, education, and the teenage boy in the middle. Retrieved from
https://www.witf.org/2020/02/26/speaking-mam-in-maga-country-immigration-education-and-the-teenage-boy-in-the-middle/.

Which Came First: The Learning or Technology?

As the common phrase goes: which came first the chicken or the egg, as educators we must question which came first: the need to use technology or the need to educate?
Blynt (2020) points out that much like required elements of teaching such as tiered vocabulary, essential questions, and assessments, technology can fall into a pit of is it leading to and enhancing learning? Blynt (2020) encourages teachers to reflect on the pitfalls of technology and cites issues such as privacy concerns, corporate greed, and use. With use, teachers must truly think if the technology is adapted effectively to replace old methods with no damage to student learning. An example provided from the reading is digitizing state tests where annotating is more complicated and requires an additional skill set to simple highlighting with pen/paper. Blynt remarks, "How much instructional time will be squandered to teach students how to use a troublesome computer program?"

This article points out one of my biggest concerns with technology usage in that it doesn't always align to the way a brain works. At least, not in my observations. When I took my first technology education course in college (back when google docs was revolutionary...) I found this phenomenon to be abounding. It took 3 times the effort and time to digitize and it was just a replacement for a simple conversation or peer review that could have been on pen and paper. Even more so, I spent days upon days of instructional prep. which would only be complicated with and L2 language barrier. With recent upgrades on all technological platforms I think the technology is catching up with the education and tools such as Schoology make some works easier. For example, manipulative work that used to be cut/paste where small pieces were almost always LOST and then students were CONFUSED has become a much smoother process. Students can now draw, drag, drop, and re-post in new ways that are starting to reflect more of a pen and paper approach. 

Am I always convinced of the benefits of technology at the ripe age of 30? No. Do I still think throwing markers, crayons, and colored pencils at my high school students like they are confetti at a wedding can be the best approach? 1,000 times- YES. Can technology sometimes replace old school methods though? YES. But as Blynt (2020) urges it can, but that doesn't mean it always should. Educators need to make decisions based on the needs of students and be discerning of the methods. 

Blynt, G. (2020, Feb. 12). Think critically before introducing more technology to the classroom. Retrieved from https://www.syracuse.com/opinion/2020/02/think-critically-before-introducing-more-technology-to-the-classroom-commentary.html.

Digital Discrimination and Implications in the Classroom

It is a widespread assumption that everyone has technology and all the digital tools in their imaginary tool belt when they sit down in our classroom. Since we are raising children and are engulfed in the digital world, it only makes sense that we are all on an even playing field when it comes to technology.

Despite this assumed belief, an imbalance of accessibility to the internet is on the rise. Irshad and Ashraf (2020) cite that the Web Foundation claims that the internet is a public good and a basic human right. Despite its intended purposes, the internet is being used to divide rather than unit. Digital discrimination is the phenomenon that is negating the benefit of bringing together a wide expanse of communities from all areas. Rural areas seem to be the areas that suffer from the divide. Rather than promoting widespread access, the government of India ordered digital shutdowns numerous times. Digital shutdowns and a lack of even accessibility is leading to a digital divide that undermines the goal and purpose of technology asserts Irshad and Ashraf (2020).

So, what does this mean for an ESL community learning in the digital world? A shift in educator thinking. The ESL community is unique in that we may get students from any educational background, home life, or proficiency level. In our educational bubble we see technology constantly and it may be assumed that our students have or do see the same. This article shines a light on the need to remain present in our awareness of our students accessibility to and understandings of technology. We can artfully reinforce the original purpose that is highlighted by Irshad and Ashraf (2020) and do what the governments in other countries seem to be working against: bring together digital communities.