In my last post I outlined how online asynchronous discussion forums (ADFs) fit into the SAMR model. This week I’m
going to outline some of the additional benefits that ADFs can provide to
English language learners (ELLs) specifically, and for learners more generally.
This is something quite close to home for me as a teacher, since the learners I
work with are Thai high school students. Their first language is obviously Thai,
but at my school they receive the majority of their lessons in English.
Language plays a crucial role in
learning, both for metacognitive awareness, or learning how to learn, and in
the formation of higher mental processes (Murphy, 2008). ADFs afford learners
the opportunity to practice their written language skills, and also provide
those students who are less confident about speaking English the opportunity to
prepare their answers before posting them.
In addition, by participating in
an online debate, students have an opportunity to learn more than simply a list
of decontextualised knowledge items – they also gain critical thinking,
debating, English language, and scientific research skills. In other words,
ADFs afford the development of critical literacy, which includes recognising
multiple and contradictory patterns of thought, and engaging in
moral/philosophical critique (Davies, 2008).
It has been noted that by using
authentic situations, such as a debate about a topical area where science
impacts society, English language skills and subject area skills can be
improved simultaneously. The development and use of specific language
functions, such as explaining and hypothesising, are seen as parallel to
science learning processes (Stoddart et al., 2002), e.g. when ELLs participate
in an online debate they are developing both language and science skills.
Recent studies of a professional development intervention with elementary
teachers, aimed at simultaneously improving both science and literacy skills of
ELLs in multicultural settings, have shown achievement gains in both areas (Lee
et al., 2008; Lee et al., 2009).
Finally, subject area literacy can
be enhanced by engagement in culturally authentic activity. Debates around
controversial topics, such as stem cell research or vaccine use, are an example
of this, reflecting as they do real-world debates held both within the
scientific community, and between the scientific community and the wider
community at large. Learners are seen to be able to move along trajectories
that are not discontinuous as they move from school social practices to more general
social practices, also an important feature in the development of lifelong
learning skills (Roth and Lee, 2008).
I personally feel that ADFs offer
a variety of affordances that make them an invaluable tool for 21st Century
learning. I would be interested to hear how other teachers use ADFs in their
context!
References
Davies, B. (2008). Constructing and deconstructing
masculinities through critical literacy, in Hall, K., Murphy, P., and Soler, J.
(eds.). Pedagogy and Practice, London, Sage in association with The Open
University
Lee, O., Maerten-Rivera, J., Penfield, R.D., LeRoy, K.,
and Secada, W.G. (2008). Science achievement of English language learners in
urban elementary schools: Results of a first-year professional development
intervention. Journal of Research in Science Teaching, 45, 1, pp.31-52
Lee, O., Mahotiere, M., Salinas, A., Penfield, R.D., and
Maerten-Rivera, J. (2009). Science writing achievement among English language
learners: Results of a three-year intervention in urban elementary schools.
Bilingual Research Journal, 32, pp153-167
Murphy, P. (2008). Defining pedagogy, in Hall, K., Murphy,
P., and Soler, J. (eds.). Pedagogy and Practice, London, Sage in association
with The Open University
Roth, W.M. and Lee, S. (2008). Science education as/for
participation in the community, in Murphy, P. and Hall, K. (eds.). Learning and
Practice, London, Sage in association with The Open University
Stoddart,
T., Pinal, A., Latzke, M. and Canaday, D. (2002). Integrating inquiry science
and language development for English Language Learners. Journal of Research in
Science Teaching, 39, 8, pp.664-687
