Technology and L2 Teaching

The article that I read this week was “Fostering Second Language Oral Communication Through Constructivist Interaction in Desktop Videoconferencing” by Lina Lee.  After reading this article, I do think that technology can be a very useful tool in teaching a second language.  First of all, the constructivist learning theory is an active, collaborative, and social learning process.  That is, learners work with others to create knowledge.  This cannot be done without actual interactions and in the case of learning a second language, the best interactions would have to be with expert speakers.  Just as this article states, there are not many opportunities for students in certain areas, in this case New England, to interact with native or expert speakers.  Primarily communication in New England is accomplished through English.  Since this is the case, other sources of authentic input and communication have to be found in order to support the constructivist learning theory.  Lee suggests and experiments with videoconferencing.  Technology utilized in this way is absolutely an asset to foreign language teaching.  Students are able to communicate with real native or expert speakers in real time.  Students must make adjustments on the spot because they do not know what to expect and they must creatively attempt to get their point across.  It simulates real communication in many ways.  Although it is not perfect, it is a lot closer to actual communication than class for maybe 3 or 4 hours a week is.  Students will hear different accents as well as develop new vocabulary that speakers from certain countries may use.  Videoconferencing could prepare learners for what abroad experiences will be like.  It would make students realize that they need to know much more than simply what they learned in the classroom.  Videoconferencing seems to be a very good way of exposing students to actual communication and beginning to provide them with real life practice.  I think it is a wonderful idea to use this type of technology.  Not all types of technology can be easily integrated into curriculum or even seen as effective, but this one on one experience is definitely worth a shot.  Native/expert speakers should be able to help students improve with not only their language use, but also their language use within a social context.  Talking and working through problems together seems like a very practical way to get language learners to truly use the language they know and to improve.

                Since I read an article about videoconferencing and agreed with the use of it, I would have to say that utilizing social networking tools in foreign language teaching can definitely be beneficial.  First of all, tools like Skype, Facebook, and twitter have the potential to connect second language learners with native speaker within seconds.  Be it written or spoken, these tools allow students to interact with people all over the world without leaving their native homes.  It may not be possible for all students to travel and gain actual expose to native speakers, and through social networking this flaw can be remedied.  As mentioned above, the use of Skype for videoconferencing seems like an extraordinary oral tool.  Written tools can be useful too however.   For example, students could chat via Facebook in real time.  This would require them to utilize reading comprehension and display their own written skills.  Not only that, but students could comment back to each other about pictures that they have posted or even activities that they plan to do.  At the same time that they practice their language skills, they might also be learning about culture by discussing what is happening in other countries or what the other person likes to do for fun.   Furthermore, these types of social networks are already familiar to students.  They grow up with this technology and it interests them.  By using such networks as a supplement to the learning process, it could possibly keep student interest and encourage them to participate directly in their own learning.  They would be able to take ownership of their second language learning.  Granted, all of this would have to be monitored by a language instructor to make sure it was being used properly.  Perhaps having a class Facebook page or constant check-in would be a good idea. 

                Finally, I thought that Second Life for Language Learning was a very interesting concept.  I like how it puts learners into real life scenarios.  Instead of just going over the vocabulary of ordering food in the classroom, students that use Second Life are actually able to simulate the situation.  It also seems to be a good tool in the fact that students are constantly practicing with expert speakers.  There is more possibility for one on one interactions than there are in a purely classroom setting.  Speakers within the virtual world will be able to correct students on the go and make them feel comfortable in a supportive learning situation.  Students will not worry about being wrong in front of an entire class, they will simply get help as they need it and they are able to enter the Second Life whenever they choose.  This way they can further their learning without the assistance of a teacher.  I think the idea of it is fantastic.  I would like to try it however before I completely make up my mind.  As someone who wants to keep improving their language skills however, I would sign up and go on almost every day.  I think that a program like this could get many students to do the same since it is a safe and even fun environment.