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November 2009

Two is Always More Than One

November 2009 Cover
As we near the end of President Obama’s first year in office, we are reaching a crucial point for the future of language education in the U.S. Federal education funding is at an all-time high and there is a general consensus that a revamped Elementary and Secondary Education Act (ESEA) needs to be in front of Congress in the next few months.
Prior to his election, the President stated that he would like to see young Americans grow up to be bilingual, or even trilingual, and, during their campaign, Obama and Biden voiced their support for transitional bilingual education. Now, Secretary of Education Arne Duncan is saying that the U.S. is disadvantaging its children by not helping them become bilingual (see News, p.11).
Duncan said at the end of last month that he believes the current economic crisis is as good a time as any for leaders at the state and national levels to make long-term positive changes to America’s educational system. “This is an amazing time to be working in education in this country,” Duncan said. “We are going through a crisis, we have the worst economy since the Depression, we are fighting a couple of wars and we also are fighting an educational crisis.”
The best ideas on how to do this, Duncan said, are not going to come from Washington, but from educators at the state and local levels, “The best ideas come from great principals, great teachers, great superintendents and great districts making a difference in students’ lives,” Duncan said. “We have this amazing opportunity to invest in what works and erase the achievement gap and raise the bar to a different level for our children.”
The administration is clearly being pragmatic in its approach to the current lack of language skills in the U.S. and the effect of this on future prosperity by recognizing that we not only need to train English speakers in other languages but we also need help English Language Learners retain and develop ability in their mother tongues.
We also need to be pragmatic in our campaign to encourage multilingual education and recognize that world language educators, bilingual educators, and English language teachers must work together to promote the common goal of improved literacy in all languages. We need to embrace all the means in which we can reach this goal, such as bilingual programs, dual-language schools, two-way immersion, exchange programs, and online initiatives. And, at the same time, we should recognize that, due to political exigencies, one means may be promoted ahead of another, but we must persevere with our common goal of creating an education system suitable for a multilingual, multicultural society.
The government is finally recognizing that educators have the best ideas about education reform, and it has already secured the funding to make a difference, so make sure that your voice is heard by contacting your representatives, attending meetings, and sharing your experience.

IN THIS ISSUE:

Pop Culture Curriculum
Elif Bengu illustrates how the success of manga and anime in the Japanese classroom is an example for all language arts educators

Bilingual Theater

Kate Sommers-Dawes offers all teachers the means to take advantage of one of education’s most effective tools: dual-language theater

Methodology is Dead
Doug Evans argues that language teachers should not adhere to any one methodology but be open to them all

Arabic: More Than a Language

Jennifer Rosen analyzes the challenge of learning Arabic

Tamazight: A Berber Language

Guillermo Piñon relays a personal insight into the language of Morocco’s Atlas Mountains

Magical Mexico
Adia Suricate succumbs to the allure of Mexico for Spanish immersion

Chinese Independent Study
Language Magazine’s guide to Mandarin self-study programs

The Art of Spain

Kate Sommers-Dawes gives us a glimpse of the artistic wealth that Spain offers immersion students

Last Writes
Richard Lederer with Teacher’s Topics “Excuses Excuses”
Plus all the latest news in language learning technology, book reviews, and source information on language funding

Language Magazine Supports PRIDE Act

Language Magazine is urging its readers to ask their representatives to approve legislation introduced by Representative Raúl Grijalva (D–AZ) to expand access to and support for dual-language educational programs for children in low-income and ethnically diverse communities. The “Providing Resources to Improve Dual-Language Education (PRIDE) Act” would provide more resources to develop students’ reading and speaking skills in two languages.

“The ‘PRIDE Act’ is a powerful tool in our efforts to eliminate the achievement gap between high- and low-income children. As Congress will soon consider reauthorization of the No Child Left Behind Act, it is important that we develop more innovative strategies to support Latino and English language learner students.  Research has shown that dual-language programs can change the trajectory of Latino student achievement,” said Delia Pompa, National Council of La Raza’s vice president of Education and former executive director of the National Association for Bilingual Education.

The “PRIDE Act” would benefit both native English-speaking students and English language learners (ELLs) by increasing the number of classrooms in low-income communities that provide them with content and literacy instruction in two languages. Dual-language models have proven effective in developing English-language proficiency for ELLs and bilingualism for English speakers. Studies have shown that knowing more than one language increases students’ abilities.

Despite these proven benefits, few dual-language programs include low-income students and ELLs. For example, of the 332 dual-language programs in the U.S., only 11% of them serve a significant number of Black children, and only one-third of programs nationwide report that more than half of the children enrolled are low-income.

“We applaud Congressman Grijalva for his work on behalf of all students, but especially for being a champion of those who most need a boost in their academic performance,” concluded Pompa. “The ‘PRIDE Act’ is just another example of Congressman Grijalva’s leadership. We urge Congress to pass this legislation now.”

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Audio Gil Spanish Institute

Audio Gil Spanish Institute focuses on the planning and development of Spanish for Foreigners for all levels and stands out for its teaching quality and the professionalism of its personnel. Their main activity is to spread Spanish culture and encourage international relationships.

It is located in the heart of Castellón, a lively town in the north of the Valencian Community, on the east coast of Spain, by the Mediterranean sea. Castellón grants warm weather all the year. You can enjoy a quiet and relaxing life, away from the hubbub of the big cities, but with a much to be desired cultural and touristic offer. They teach in accordance to the levels recognized by the Cervantes Institute: A1, A2, B1, B2, C1,  C2.

They offer the following courses:

General Spanish: 15 hours / week

Intensive: 20 hours / week

Superintensive: 25 hours / week

One to one

Practical courses (3 or 6 hours / week).

Spanish for specific purposes (business, tourism, DELE…)

The institution also offers the possibility to combine the Spanish course with work practice. They are accredited by Cervantes Institute, and CEELE,  Quality certificate granted by Alcalá de Henares University for quality in Spanish teaching. Spanish courses include guided visits to the most touristic places in town,  the province (Columbretes Islands, Peñíscola, Morella, Benicasim), their community (Valencia, Sagunto) or the country (Barcelona, Madrid, Sevilla). Students can also practice sports or cultural activities.

Staying with a family is the most common option and the most suggested by them. They also offer the possibility of staying in a hotel, apartment or a students residence.

¡¡Live with Spanish Institute your best language experience!!

For further information, log into www.spanishinstitute.es or email spanish@audiogil.es

October 2009

Expert Investment Advice

October 2009 Cover
Any suggestion that we should be spending more on education right now is usually met with derision as state and local governments struggle to maintain services. However, when the recommendation comes from the Organization for Economic Cooperation and Development (OECD), even the most fiscally conservative hardliners should take notice.
Founded in 1961, the OECD grew out of the Marshall Plan, which engineered the economic reconstruction of Europe after World War II, and now provides a setting where the governments of thirty countries committed to democracy and the market economy compare policy experiences, seek answers to common problems, identify best practices, and coordinate domestic and international policies.
For more than 40 years, the OECD has been one of the world’s largest and most reliable sources of comparable statistics and economic and social data.
According to the latest edition of the OECD’s Education at a Glance, growing advantages for the better educated and likely continuing high levels of unemployment as economies move out of recession will provide more and more young people with strong incentives to stay on in education.
Governments need to take account of this recommendation in planning educational funding policies. “As we emerge from the global economic crisis, demand for university education will be higher than ever,” OECD Secretary-General Angel Gurría said. “To the extent that institutions are able to respond, investments in human capital will contribute to recovery.”
Education pays dividends in later life through higher salaries, better health and less vulnerability to unemployment, OECD analysis shows. The report calculates the returns on investment in education by balancing the costs of education and of foregone earnings against prospects for increased future earnings as a result of higher educational attainment. According to these calculations, in the U.S., a male graduate can expect to earn more than $367,000 extra over his lifetime and a female graduate more than $229,000 (reflecting the disparity between male and female earnings) compared to non-graduates.
And the benefits don’t stop there; the average net financial public return across OECD countries from providing a male student with a university education, after factoring in all the direct and indirect costs, is almost $52,000. That is before nearly twice the average amount of money originally invested.
In most countries, the number of people who leave school at the minimum leaving age is falling, but the U.S. is one of only six OECD countries where their numbers continue to rise.
Immigrants and English language learners are particularly susceptible to cuts in education spending as their families often lack the resources to make up for shortfalls, but there are ways in which we can help to redirect funds — last month, there was a very successful “Back to School Day of Action” to build support for the Development, Relief, and Education for Alien Minors (DREAM) Act (S.729) and the American Dream Act (H.R. 1751), bipartisan proposals that would remove barriers that prevent immigrant students from attending college and establish a path to legal status for those who satisfy higher education or military service requirements.
A group of senators also introduced the Graduation Promise Act, which would authorize $3 billion to combat the dropout problem. About $2.4 billion would create a fund to help states develop systemic, differentiated ways of bolstering struggling high schools.
In our News section (page nine) is an article on the proposed U.S. and the World Education Act, which would encourage global partnerships and fund world languages.
All of these measures need public endorsement, so it is important for representatives to hear that their constituents support them. Only then will they be inclined to sign on to such legislation. Readers may find their legislator online at www.house.gov and www.senate.gov.

IN THIS ISSUE:

Wordly Possession
Katharine Davies Samway and Dorothy Taylor offer strategies for developing word consciousness in English Learners

Student Achievement in California Two-Way Immersion Programs
Steve Charbonneau, Delia Gomez, Danielle Waite, and Kay Vang study how California Two-Way Immersion (TWI) programs impact student achievement

Matching Styles to Students
Melissa Perna, Rita Dunn, and Andrea Honigsfeld examine which methods work best for language learners

Teaching to Reach Every Child
Stephen Haag discovers how recognizing different learning styles  can solve an educator’s challenge

The German Mosaic

Kate Sommers-Dawes explores the regions the comprise Germany for in-depth immersion programs

Intervention Materials

Language Magazine’s latest round up of Intervention Materials

Last Writes
Richard Lederer with Teacher’s Topics “Excuses Excuses”
Plus all the latest news in language learning technology, book reviews, and source information on language funding

Castilian At Its Source

Castilla y León

Spain’s largest region is home to many of its most ancient cities and landmarks, including Salamanca with its historic university, Segovia’s 2,000 year old Roman aqueducts, and Valladolid’s array of castles. With around 180,000 inhabitants, Salamanca is one of the most beautiful cities in Spain, with an impressive old city and numerous Renaissance buildings. Brimming with history, the city’s many university students add an extra spark of life, while many UNESCO world heritage sites can be found in the area, including Ávila’s old city and surrounding wall, and the Catedral de Burgos, a 13th century Gothic cathedral. The Camino de Santiago, or the Way of St. James, is a medieval Christian pilgrimage route that passes through the region and remains popular with modern travelers. With breathtaking mountain landscapes and abundant wildlife, the Gredos National Reserve attracts outdoor enthusiasts from all over the world with its hiking routes winding through charming villages on old roman roads and local shepherd’s trails.

don Quijote Salamanca

Salamanca is well-known for its educational institutions: The University of Salamanca was founded more than 700 years ago, making it one of Europe´s oldest. Its streets burst with life, its monuments are plentiful (Salamanca is a UNESCO-declared World Heritage Site), and it is recognized for the pure Castilian Spanish its inhabitants speak in what is considered the birthplace of the Spanish language. The don Quijote School in Salamanca is located in the heart of the city center and occupies a recently and beautifully restored 16th-century monastery. The school offers general intensive and super intensive Spanish courses from beginner to complete proficiency levels, as well as more specialized courses such as Business Spanish, Spanish and History/Art/Literature, D.E.L.E. preparation, and premium courses. Students can start any Monday; the schools are open year-round and class size is limited to a maximum of only eight students per group, guaranteeing a high level of personalized attention to each student.

For further info, visit www.donquijote.org

Ábaco

Ábaco is located in Salamanca in the city center, close to the Plaza Mayor, a popular meeting point for students and travelers. A team of enthusiastic professionals aims to teach students in an effective, enjoyable, and professional manner. Teachers are selected based on their enthusiasm, patience, and ability to listen, but most of all for their love of teaching. Courses combine education, culture, exciting trips and mind-expanding experiences — the perfect combination for language travelers. Variety and challenge are key elements in their courses. Accommodation is offered either with Spanish host families or in student apartments to facilitate real contact with Spanish culture.

Colegio Delibes

Situated in a historic building five minutes walk from the Plaza Mayor in Salamanca, Colegio Delibes has been recently restored and equipped with the latest technology. The school features twenty air-conditioned classrooms, a video and conference room, an audio lab, library, and an IT room with free internet and wireless access. There is also an enclosed patio with a Castilian well where students can relax with a coffee and socialize during breaks. The college is best characterized by its authentic international ambience with a complete program of extra-curricular activities, most of which are free of charge for students of the school. Accomodations vary between host famlies, student residences, and shared apartments. Colegio Delibes is known for its intensive, wide-ranging courses, small class size, and personalized attention: the staff strives to help students feel at home while living abroad.

AmeriSpan Study Abroad

With programs in Salamanca, Madrid and elsewhere in Spain, AmeriSpan Study Abroad offers Spanish language programs by the week, month or longer. Lodging at homestays, dorms and shared apartments can be included in all locations. Why not try a Spanish and Flamenco, Scuba Diving or Cooking? A Running of the Bulls special program is offered in Pamplona every July. In addition, professional programs are available including Spanish for Business, Law, Healthcare, Engineering and Tourism. We even offer internships. Of course, we are happy to create group programs for any of these programs including special prices and inclusive tours and activities. More than 30,000 people of all ages have chosen to study abroad with AmeriSpan around the world for the last 15 years. AmeriSpan’s experience, client support and triple guarantee (price, money-back and satisfaction) allows students of all ages a worry-free language program.

Kate Sommers-Dawes is assistant editor for Language Magazine, and instituted a French and Art program for students in Los Angeles.

Mallorca

The “Real i Pontificia Universitat Literaria de Mallorca” was created on 30th. August 1483 by the king Ferdinand the Catholic with the name “Estudis Generals”. In 1951 “Estudio General Luliano”  starts again in the new building as a culturals and educational center.

In addition to cultural activities there are various courses like:

Foreign languages: Arabic, English, French, German, Italian and Russian.

Spanish for foreigners (Studies reward with a Barcelona University diploma).

SPANISH COURSE:

Winter Course: From 05.10.2009 to 29.01.2010

Monday, Wednesday, Friday from 10:00 to 12:30 or 17:30 to 20:00

Tuition 400 €

Spring Course: From 05.10.2009 to 29.01.2010

Monday, Wednesday, Friday from 10:00 to 12:30 or 17:30 to 20:00

Tuition 400 €

Summer Course: From 12.07 to 30 of July 2010

Monday to Friday, from 9:00 to 13:00

Tuition 420 €

September 2009

The Assessing Situation

September 2009 Cover
September 2009 Cover
The confirmation hearings for Supreme Court nominee Judge Sonia Sotomayor are affording the American people an invaluable insight into the ingrained prejudices that prevail in our society, as well as the procedural anomalies that assist in their continuance.
Beneath the disturbing questioning of the validity of being a “wise Latina” and Oklahoma Senator Tom Coburn’s puerile and astonishingly inappropriate impersonation of Ricky Ricardo, informing Sotomayor that she had “some ‘splainin’ to do,” there exists an underlying concern that Sotomayor’s interrogators are oblivious to their task of determining whether or not she has the requisite intelligence and experience for the role, and would rather score points by demeaning her. On top of which, there is considerable doubt about the validity of so-called expert testimony which not only undermines these confirmation hearings, but also calls into question the opinions of the Supreme Court itself.
The criticism of the Judge’s statement that her personal experience has shaped her thinking is contrary to the fundamental principle that we should learn from our experiences, but it seems to indicate that education, intellect, and expertise count for little in politics.
These hearings, like most Washington hearings, rely heavily on “expert” testimony but the choice of these experts seems to be based on proving a point rather than a desire for the truth. For example, over the last few weeks, the Center for Equal Opportunity, a small conservative think tank opposed to affirmative action and bilingual education, has been blessed with at least two opportunities to make its voice heard in the highest chambers. Linda Chavez, its chairman, a Reagan appointee, and a political analyst for Fox News, delivered testimony in opposition to Sotomayor’s appointment, claiming that the Judge “made dubious arguments in support of bilingual education and more broadly in trying to equate English language requirements as a form of national origin discrimination.” The organization was also called in to assist the Supreme Court in its decision to side with Arizona officials who said the federal government should not be supervising the state’s spending for teaching non-English-speaking students (Horne v. Flores, see p.9). Justice Alito’s majority opinion cited an amicus brief filed by the Center: “Research on [English-Language Learner] instruction indicates there is documented, academic support for the view that [structured English immersion] is significantly more effective than bilingual education.”
Of course, everyone is entitled to their opinion — Chavez served as president of U.S. English, an English-only organization —and we all know that research and statistics can be manipulated to serve several different points of view, however a Supreme Court Justice has a duty to seek out a balance of research before coming to an opinion, and, in this case, Alito has chosen to ignore the wealth of research which suggests that bilingual education is more successful than English-only.
Our representatives should be the best and the brightest, not simply people who agree with us. We have a President who graduated magna cum laude from Harvard Law School, and deserve representatives in all sectors of government who recognize the value of research, education, and true expertise.
In this issue, like every September, we publish a focus on assessment but never before has nearly all of our news section been devoted to the same subject. Testing has become a very contentious issue and nowhere is it more controversial than in the English language learning arena.
At the same time, the Obama administration has just unveiled the core of its education program. The centerpiece of the administration’s education reform efforts is the $4.35 billion Race to the Top Fund, a national competition which is intended to highlight and replicate effective education reform strategies in four main areas, including the adoption of internationally benchmarked standards and assessments that prepare students for success in college and the workplace. According to the President, “This competition will not be based on politics, ideology, or the preferences of a particular interest group. Instead, it will be based on a simple principle — whether a state is ready to do what works. We will use the best data available to determine whether a state can meet a few key benchmarks for reform — and states that outperform the rest will be rewarded with a grant. Not every state will win and not every school district will be happy with the results.”
The idea that standardized testing can easily gauge the performance of teachers and schools, and thus shape policy seems so simple and logical that it is not surprising that it attracts so many supporters. Like most things in life, the reality is a lot more complicated and standardized tests tell only part of the story.
Testing is a very important step toward improving schools, teaching practice, and educational methods through data collection. Schools and teachers have always used assessments to determine not only the progress of their students but also the efficacy of their teaching. However, high-stakes testing where the results affect funding, jobs, school closures, and careers is much more prone to manipulation —

discrepancies result from current state standardized testing practices, including problems with test validity and reliability, and false correlations due to statistical paradoxes. Some school districts have even been accused of encouraging underperforming students to drop out to improve their test stats.

Another problem is that standardized tests enforce a mandatory curriculum be placed on schools without public debate and without any accountability measures which contradicts the basic democratic principle that control of schools’ curricula is the responsibility of local school boards.
There is also evidence that standardized tests encourage “teaching to the test” at the expense of creativity and in-depth coverage of subjects not on the test. Multiple choice tests can only assess certain skills. Basing teacher pay and advancement on student test results will further aggravate these problems.
Of course, our students, teachers, and schools need to assess progress, and this progress needs to be monitored by school boards and policy makers. Thankfully, there is a wide range of assessments available (including alternatives like portfolio assessment) to help monitor progress but we also need to look at the bigger picture of what we expect our schools to produce. Standardized tests only enable us to view a small part of that picture.

IN THIS ISSUE:

Multilingualism in New Mexico
Mary Jean Habermann-López uses her state’s unique history to illustrate the importance of multilingualism

No Assessment Fits All
Candace Kelly and Adelina Alegria question the value of high stakes testing for English Learners

Communication in a Crisis
Wade Calhoun introduces a voluntary organization that breaks down language barriers when disaster strikes

Raising the Bar
Language Magazine’s pick of linguistic and literacy assessments

Spanish with Altitude
Kate Sommers-Dawes travels the Andes in search of Spanish immersion highlights

Going the Course
Language Magazine’s guide to the latest core programs for English learners

Plus all the latest news in language learning technology, book reviews, and source information on language funding

Andalucía

Located in the south, Spain’s Andalucía region is home to such preeminent cities as Seville, Málaga, Córdoba, and Granada. Due to Andalucía’s history of hundreds of years of Moorish rule, its countryside is dotted with spectacular monuments. One such celebrated landmark is the Alhambra in Granada, a medieval palace built by Muslim rulers whose Arabic name means “the red fortress” and whose crimson walls are embellished with ancient Arabic poetry. Another of Andalucía’s architectural triumphs is the bell tower of the Cathedral of Seville, known as the Giralda. Originally built in the 12th century as the minaret of the mosque that once stood on the site, the Giralda endures as a synthesis of Almohad and Spanish renaissance architecture.

The Mezquita of Córdoba, another magnet for travelers, is an eighth century mosque of onyx columns and gilded ceilings that is today a cathedral and is characterized by architecture that has been slowly transformed over centuries of invasions and additions. Its belfry’s pinnacle offers a spectacular view of the Courtyard of the Orange Trees below and the city beyond.

The region’s climate and beaches have made it a popular European tourist destinations, but it still retains its mysterious, authentic flavor.

Schools in Andalucia

Carmen de las Cuevas

After traveling through alleys of Granada, visitors to this school reach an ancient gateway with a sign that reads Carmen de las Cuevas. On opening the door, students enter a maze of staircases, classrooms, a library, terraces, and patios. A subtle sound of Flamenco music from someone practicing the guitar accompanies the visit while Carmen, who has been running the school for 25 years, hosts the tour. Terrace views include the Alhambra, the centuries-old Moorish fortress. Carmen de las Cuevas is an Instituto de Cervantes-accredited school, and offers courses from a beginner’s first words to preparation courses for the official Spanish diplomas (DELE). The school offers an interactive and cross-situational learning environment, where students use their Spanish in activities such as guided visits in and around Granada, horseback riding, or cookery classes, and is also a renowned Flamenco school. Thus, students can combine Spanish classes with Flamenco, be it by dancing or playing the guitar.

Escuela de Idiomas Nerja

Nerja is a town of 20,000 inhabitants situated on the Costa del Sol near Málaga that still retains its traditional Andalusian character. It is surrounded by mountains and beautiful beaches. Its climate, with an average year-round temperature of 68ºF, is ideal. Farming, fishing, and tourism are its main income sources. Escuela de Idiomas Nerja, founded in 1980, is situated in the center of the old town in a typical Andalusian house with a large garden, terraces, and patio, only a few minutes walk from accommodations, shops, and beaches. The school has 16 comfortable classrooms and offers 14 intensive Spanish programs with four to six classes per day from one to 36 weeks. The student population is diverse, and the school has its own accommodation, Club Costa Nerja, which has 28 rooms with private bathrooms. Apartments and host family accommodations are also available. It is accredited by the Instituto Cervantes.

For further information visit www.idnerja.es

Instituto Andalusi

The school opened in 2002 and offers spanish courses for people from different countries. They offer Intensive Courses for adults and children but also preparation courses for the D.E.L.E. exam and business Spanish.

The school is situated in a very quiet area near the sea and therefore it is possible to hold classes in the garden. In the school’s garden there is a swimming pool which invites you to cool off while improving your tan. The Andalusian patio, with its shady trees and a barbeque provides an ideal opportunity to become better acquainted to other students.

In their Arabian style “bodega” we provide computers with free internet access as well as a TV with international channels and a library, where you can rent both movies and books.

The school building consists of seven tastefully decorated classrooms.

Excursions and activities: The Instituto Andalusi, offers a variety of excursions and activities, which focus on the Spanish language and culture, such as excursions to Cordoba, Granada, Seville and Morocco but also visits of museums, memorials and churches in Malaga. Moreover we are offering activities in the school building like cooking class of Paella or other Spanish specialities. At the beginning of the course (once in a month) our students are welcomed with a party and at the end of the course (once a month) they get a farewell party. It is also possible to rent cars, motor bikes and bicycles in the school.

For further information visit www.instituto-andalusi.com

Escuela Montalbán

Escuela Montalbán-TANDEM Granada has been teaching Spanish as a foreign language since 1986, is accredited by the Instituto Cervantes, and is also a DELE examination center. The school facility, with its Andalusian architectural style, friendly classrooms, and beautiful courtyard, retains much of the charm and intimacy of a family home. It is situated in a quiet location just ten minutes away from the city center. An extensive cultural program always complements Spanish courses. Over the last few years, Escuela Montalbán’s complementary cultural program for Body & Mind has gained great popularity among students. Students can choose five different options: Spanish traditional cooking classes, dance courses such as Flamenco and Tango, horse riding in the Sierra Nevada national park, or trekking in the Alpujarras. The school is a member of TANDEM International network of language schools. The Spanish in Spain Program gives students the opportunity to study in two different cities in one trip in collaboration with the other schools in San Sebastián, Barcelona, Madrid, Valencia, and Cádiz.

Tools for Teaching English to Students

Students studying in college libraryLanguage Magazine’s selection of products
that incorporate technology into the ESL classroom

Alloy Multimedia

ESL ReadingSmart is a web-based English language learning environment
founded on a unique instructional design. It is easily implemented
as a student-centered, stand-alone application or a blended learning
environment, integrating online student work and classroom instruction.

The program offers individualized, content-based instruction to
develop English language proficiency with emphasis on literacy and
cross-curricular vocabulary development for newcomers, beginners,
intermediate, early advanced, and advanced English learners.
It monitors student progress, and tracks students’ readability and
grade gains based on The Lexile Framework for Reading, providing
daily, weekly, and on-demand student reports. Tracking is at individual,
class, school and district level.

Several independent studies have shown that ESL ReadingSmart is
an effective intervention program that raises students’ reading and language
scores. This year’s independent study was presented in the
National Forum of Teacher Education Journal in April. The authors stated,
“by working with culturally appropriate text at their functional reading
level, students were able to demonstrate gains while experiencing
literature that may not otherwise have been available to them.”
The program’s user friendly interface is backed by a team of professionals
always available to answer questions and provide support.
New content is regularly added so students and teachers are never
saddled with static software.

Califone

Podcasts provide new ways for students to interact with the content
matter as well as to demonstrate their learning. By creating podcasts,
students can display and extend their creativity using audio as a
means of self-expression. In addition, teachers can use podcasts to
communicate regularly with parents by posting school updates on their
web site. They can also publish lesson guides in a podcast format to
help students who many have missed sections, or who simply need
reinforcement when completing homework assignments.

MP3 players are especially useful in language learning and ELL
classrooms, where students may need additional reinforcement or
teacher guidance outside the classroom. Recording a podcast in a
language learning environment can illustrate to the teacher how well a
student’s pronunciation, diction and understanding have progressed
over time. Plus, it allows teachers to keep a digital file of each student’s
progress, which is helpful for long-term assessment.

The easy-to-use MP3 player includes a built-in microphone and
dual headphone jacks — both industry firsts — making it ideal for
learning centers, language labs and libraries. The playback volume is
also capped at 85dB for hearing safety.

English Computerized Learning
Pronunciation Power

Pronunciation Power products are user- friendly, interactive programs
for beginner to advanced English learners of all ages. They are excellent
tools for students to learn correct English pronunciation. The easy,
effective design has numerous lessons and exercises for practice using
visual and auditory feedback.

Pronunciation Power 1 and 2 include lessons for individual sound
work and speech recognition. The lessons include animated, graphic
side views to teach how each sound is made. There are extensive
practice exercises in: listening, comparative words, and in word and
sentence pronunciation including intonation for syllable or word stress.
The 8 in 1 Interactive English Dictionary teaches the meaning and
pronunciation of words using pictures and sentences and has several
unique searches, such as “search by word ending.”

All instructions and lessons for both programs are available in 12
different languages.

Pronunciation Power also offers: Introductory English Grammar and
Vocabulary with Color Key. This program uses a unique Color Key to
help you learn and remember the English grammar and vocabulary
that need for basic communication in English. After completing the
Lesson, you can test yourself by trying the exercises for the lesson.
Their score is automatically given when you complete the exercise.
The Idiom program uses memorable and unique pictures and exercises
to aid the student in remembering idioms.

All products are available by CD, download or online membership.

ETA/Cuisenaire
SunSprouts Interactive

Delightful characters, funny stories, and fascinating leveled nonfiction
give K-3 students compelling reasons to read, write and explore text
with SunSprouts Interactive, the literacy software system from
ETA/Cuisenaire. Whether the child is new to English or fluent in the language,
this interactive CD-ROM offers targeted activities that require little
preparation by the teacher, and make it easy to tailor instruction to
proficiency levels. The flexible and engaging program creates a complete
interactive literacy learning station with activities for building comprehension,
fluency, vocabulary skills, and writing.

SunSprouts Interactive focuses on aspects of the English language that are often
difficult for children reading in a second language, including development
of vocabulary awareness, grammatical forms, and idiomatic
expressions. The lessons are filled with alliteration, rhymes, and other
repetitive structures that familiarize ESL students with English.
The program immerses students in developing sight-word recognition
and vocabulary as they follow along while text is read aloud, then
record their own oral reading and play it back to hear their voices.

SunSprouts Interactive also allows students to create and illustrate
original texts that can be “published” and shared. The software
records students’ scores for teacher review, and assessments track
development of literal, inferential, and visual comprehension skills.
Reports can be generated by student or for the entire class. The flexibility
of this program allows teachers to assign specific individual lessons,
or group students with similar skills and needs. SunSprouts
Interactive can be used as a supplemental resource with any reading
program to reinforce skills and track progress.

Franklin Electronic Publishers
12 Language Speaking Global Translator

The Speaking Global Translator contains over 450,000 words (including
335,000 inflections) and 12,000 phrases, and speaks 115,000
words in recorded human voice. Students can translate to and from
English into Chinese (Mandarin), Dutch, French, German, Italian,
Japanese, Korean, Polish, Portuguese, Russian, and Spanish.
Students just enter a word in their native language and the device will
speak and show the translation in their language and English. A voice
recording feature allows users to record custom words and phrases.
The spell correction feature finds even misspelled words, and the
seven line screen aids visibility.

Features Include:
■ An MP3 Player to download and play MP3 files to enjoy music and
more while looking up words and phrases
■ Chinese, Japanese and Korean are displayed phonetically using the
Roman alphabet and in Asian characters
■ Organizer, local/world clock, calculator, currency and metric converter
■ Five games
■ USB connection

Global Language Education Services
Online Mini-Courses for Language Teachers

Global Language Education Services (GLES) offers a suite of online
mini-courses that introduce language teachers to innovative instructional
techniques. Each technique is designed to employ authentic materials
in ways that are both engaging and effective. Currently available
mini-courses cover “Movie Talk,” a technique for employing featurelength
movies in beginning and low-intermediate language classrooms;
“Co-Author,” a cyclic pattern of interaction in which a language teacher
guides intermediate students toward more proficient writing in their second
language; and “Reading Club,” a multi-faceted technique for using
authentic materials to boost the reading proficiency of intermediate language
students. All of the techniques covered in GLES mini-courses
are research-based and have been extensively field-tested.

The GLES online mini-courses include discussion boards and optional
hands-on activities that develop mastery of the techniques. Participants
can choose to take these courses in audit mode, which provides access
to materials and discussion boards but no instructor feedback, or graded
mode, which (for an additional fee) offers feedback, evaluation, and certificates
for Continuing Education Units. The mini-courses are offered every
month, and there are special group rates for cohorts.

The GLES online mini-courses were created by Dr. Ashley Hastings,
Professor Emeritus of TESOL (Shenandoah University). Dr. Hastings is
known internationally as the originator of the FOCAL SKILLS approach
to language teaching, and has been a pioneer in the development of
online language teacher training.

MindPlay
FLRT — a Fluent Reading Trainer

MindPlay offers educators working with English Language Learners a
solution that will help students enjoy reading by dramatically improving
their reading fluency rate as they become confident in speaking
and reading English. FLRT — a fluent reading trainer works to
increase reading speed while ensuring comprehension in any student
who can decode. Students conduct a number of technology-driven
activities to train their eyes to read more efficiently. One FLRT activity
trains the eyes to move from left to right and to sweep in one movement
enhancing visual memory, silent reading skills, speed and reading
comprehension.

As students move into reading passages, the stories in the program
are either delivered randomly or they can be selected by teachers. Each
passage is designed to be read in six minutes or less, allowing most
students to complete three stories or more in a class period.

Accompanying questions test 18 different reading comprehension skills.
The program aims to keep students challenged while reading at
their own pace by providing assignments that are individualized to
match each student’s unique abilities. It can be used for classroom
instruction or as remedial help.

FLRT also provides teachers and administrators with easy management
and tracking. Reports can gauge a student or an entire class
performance. Success can be broken down by question type,
improvement statistics from initial testing date to current date, effective
words-per-minute rate, and sight/high-frequency words for students
who are struggling. Reports are available in PDF format so they can be
emailed to parents or they can be printed out in color or grayscale for
improved data visualization.

PhonicsTutor

PhonicsTutor is a research proven, multi-sensory reading method for
all ages and reading settings. Its independent instruction in orthography
enables ESL students to learn to read reflexively and spell accurately
at a rate that keeps pace with the vocabulary and comprehension
they are gaining in English. This performance of a reading program
is amazing considering the ambiguous and extensive orthography
of English. Students who complete the program can pronounce,
read, and spell 93 percent of all words in print, e.g., machinery, prodigious,
picturesque, azure. It covers all patterns of English orthography
that occur at least once in a million words in print.

At TESL ’97 in Toronto, PhonicsTutor was one of only four products
(out of 189 products) that received the designation of “Excellent.” This
computerized Orton-Gillingham program is a synthetic-analytic reading
method that is recognized around the world for its efficacy in the remediation
of dyslexia and for its ability to assist both native and nonnative
speakers of English in learning how to read and spell. The
expanded curriculum includes software, coordinated books, and flashcards,
and provides self-teaching instruction so that ESL/EFL learners
are prepared for the vocabulary and reading expectations of college
and professional careers.

Protea Textware
Issues in English 2

Issues in English 2 is an effective, innovative, and comprehensive software
program for English language and literacy learners. With four levels
from beginning to advanced, students learn a wide range of
English language skills within meaningful contexts. The issues —
Sport, Media, Technology, Fame, Education, Immigration, Wilderness,
and Languages — are relevant and engaging.

The program is content-rich, with over 700 interactive exercises
based on the stimulus videos. These include reading and listening
comprehension, grammar and vocabulary, pronunciation, and writing.

Scientific Learning

Scientific Learning develops software products that increase brain
power—exercising areas of the brain to help it process more efficiently,
the way physical workouts train the body to be more fit and strong.
The products are used in thousands of schools nationwide, helping
ELL, struggling readers and at-risk learners in grades PreK-12. The
Fast ForWord program has proven results in schools throughout the
country, where students have made dramatic and enduring gains in
eight to twelve weeks.

The products build on cumulative breakthroughs
in neuroscience research revealing that the human brain can
continue to develop and improve the efficiency of its processing
throughout life. Processing efficiency is how the brain functions to support
learning and intellectual activity, including memory, attention, processing
rate, and sequencing. Scientific Learning Reading Assistant
provides guided oral reading using advanced speech recognition technology
with scientifically-based courseware to help students strengthen
fluency, vocabulary and comprehension to become proficient, lifelong
readers.

It provides each student with an active one-on-one reading
tutor that acts as a patient, non-judgmental listener and provides
the much needed reading practice that benefits them. Progress
Tracker is an online accountability tool that allows educators to monitor
student progress and results, and Reading Progress Indicator is an
easy-to-use computerized assessment for quick evaluations of student
performance. When students can process more effectively, all other
learning activities get accomplished more efficiently. It is then the dedication
of teachers and the investment in other learning programs yield
better results. Importantly, students are more motivated to learn and
have better self-esteem.

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