Unit 8 Blog Post

“Stories” are the latest and greatest features of social media today. Snapchat has led to the advent of digital stories on social media. Soon, Instagram jumped onboard with the idea as well. The concept of “stories” is really nothing new. Storytelling has been happening for centuries. However, with the revolution that technology has brought about, stories are now able to be shared digitally.

Educators have recognized the importance of digital storytelling for some time. Specifically, the importance of using digital stories with L2 students. It allows students to practice listening and speaking skills while also creating and developing a narrative. As tech companies are realizing the potential of digital storytelling, more and more technology is becoming available. This week I examined articles about two major corporations inventing new ways to produce digital stories.

Netflix has decided to put children in the director's chair. They recognized that adults and children are getting bored with TV and movies, as they both can have predictable storylines and endings. Since the company doesn’t want to lose the interest of their subscribers, they have created a new digital storytelling feature. Children are given the characters and numerous options to unfold a story they create. The first digital story that was released is called Puss In Book (the cat from the Shrek series). Soon to follow are 2 other tales to be released this year. Netflix is eager to conduct research from feedback from parents and kids. While this is different than traditional digital storytelling available in the past, I see a real potential for students. This type of tool could be used as an introduction into digital storytelling for L2 learners. It would be engaging due to the known characters and the choices/control the students would have.

Next I looked at Microsoft’s WeVideo app, that was among one of the first available apps in their education store. WeVideo is a cloud based digital storytelling software that can be used on computers or mobile devices. It allows students to create their narrative while having access to tools like video editing, graphics, green screen, screencasting, voice-over, and special effects. Since this technology is cloud based, students can work on their stories anywhere, anytime. Also, Microsoft suggests that since it is cloud based, collaboration is made easy and possible. While I am an avid user and lover of iMovie, I must say, WeVideo is a strong competitor with their creative toolkit.

So while tech companies are introducing new ways for students to showcase their storytelling and creativity, I am left to wonder if social media stories could also be incorporated into the digital storytelling realm in education. This spring graduate student, Marina Amancio, released her research on digital storytelling via Instagram and Snapchat. I read pieces of her research and found it to have interesting notions, specifically where she discussed digital storytelling and education.

Even though digital storytelling isn’t a new concept, tech companies are unveiling new and exciting ways for students to be creative storytellers in and out of the classroom, as they are recognizing the benefits it has for learning.

Sources:

Netflix Article: https://www.digitaltrends.com/movies/netflix-interactive-storytelling/

Microsoft Article: https://www.benzinga.com/pressreleases/17/06/p9646647/microsoft-selects-wevideo-as-one-of-first-apps-featured-in-new-microsof

Amacino Research: http://uu.diva-portal.org/smash/get/diva2:1111663/FULLTEXT01.pdf

Unit 7 Blog Post

As Henry Wadsworth Longfellow says, “Music is the universal language of mankind.” A recent study found that this statement may have some merit, or at least music is a means to learn language. The study was conducted by the University of Edinburgh. The university worked with 60 adults who were learning the Hungarian language. The study had three learning conditions: speaking, rhythmic speaking, and singing. After 15 minutes of learning, the adults were tested, finding that the group that learned through song scored significantly higher than the other two groups. So we are left to ask, what does it all mean? More specifically, what does it mean for language learners in our classrooms today?

To researches it was no surprise that the signing group achieved higher results. This is because of brain function. Many studies have been conducted supporting the notion that music and language are processed the same way in the brain. However for most ESL teachers, this isn’t a new idea. Many classrooms today use songs to teach vocabulary and phonics, and when these songs are paired with movement, it is proven to further bolster memory when learning a language. The study also had some more specific findings related to music and language learning. Researchers found the groups were more successful if the song used for learning had a melody and repetitive parts, as the repetition was key. Lastly, the study also found it is beneficial for L2 and L3 classrooms to play music without words. As it can be soothing to students who can be “on edge” from the content they are learning and the challenges they may be facing learning the new language. It can also aid in focus.

I often use music in my classroom to teach concepts. The repetitive nature, catchy beat, and excitement from the students make the learning experience enjoyable and beneficial. Often kids were asking if we could listen to the song one more time. I also like playing music without lyrics during quiet work times like writing, as it can bring a peace and calm about the classroom. The article also made me think about the reading from Unit 7 which mentioned the tech app/website FluentU. FluentU incorporates music videos and songs into language learning. They seem to have a high rate of success with their program and it seemed engaged to language learners. FluentU has many interactive features to accompany their videos/songs to ensure their learners are able to understand vocabulary. It seems music is one way to immerse yourself in the language you are learning while having fun doing it. I plan to implement more songs into learning experiences next year with my students.

Source:

Koch, S. (2017, June 14). How music and songs boost language learning. Retrieved from http://exclusive.multibriefs.com/content/how-music-and-songs-boost-language-learning/education

Unit 6 Blog Post

This week I read an article about a production company in New Zealand looking to revolutionize English language learning. Kiwi Production Company has developed a drama series. However, this is not your average soap opera. This drama series will teach adults how to speak English. The series is called Fortune and is marketed to not only language learners, but language teachers as well.

Fortune will feature six episodes and is slated to be filmed in New Zealand. The series promises a thrilling plot in combination with cutting edge language learning tools. A viewer will chose their language learning proficiency before watching episodes. The project and production has been designed by TESOL education experts. Scott Granville, one of the creators of the series states, “...we have designed an engaging and dramatic viewing experience that uses live-action narrative supported by comprehensive and purposeful learning materials.” Actors in the series hale from several countries from around the world. While Fortune is in the process of receiving funding, the production company has already developed future series targeted at children and young adults, as Fortune is targeted at adults.

I found this article absolutely fascinating. Prior to reading the article, I never even imagined something like this could be developed. I wasn’t even aware that there would be an in-demand market for this type of product. However, after some reflection, I recognized this type of product may do quite well in the language teaching/learning space. First of all, it is unrivaled, as there is nothing out there quite like it. Also, it will provide an engaging experience for language learners. Rather than mundane learning through grammar and vocabulary studies, language learners could be presented with the same material in a unique way. Also, the series can feature/teach conversational English, something that is difficult for language learners to master, as it can be very different from formal written English. It will be interesting to see the success of Fortune when it becomes available for purchase.

I then think of the possibilities if this type of learning experience becomes available for children. I think of the success of Dora The Explorer, which gave children a peek at spanish culture and language and was not nearly as well developed or planned by TESOL experts to teach a language. It makes me think that this type of resource for children could be valuable and highly successful. I’m eager to see if this new way of learning the English language will be well received and successful.

Source: Press Release: Chasing Time Productions. (2017, June 5). Ground-breaking English-language learning drama. Retrieved from http://www.scoop.co.nz/stories/CU1706/S00067/ground-breaking-english-language-learning-drama.htm

Unit 5 Blog Post

The article I read this week was about a language software app that was recently updated with new and amazing features. The translation website Reverso.net has been on the market for some time. However, the software company Softissimo Inc. recently released an app called Reverso Context 6.0. Over five million users have already downloaded the app since its release in mid-May.

Reverso Context is trying to break down the  barriers of communication between different languages. While this is the goal of most language softwares, Reverso Context takes it to a new level. Often times there are translation issues or miscommunications due to the multiple meanings of words and phrases. Reverso Context allows for more accurate speak-to-translate technology, and natural pronunciation in 12 different languages. The most impressive feature, is that it allows phrases that can be misinterpreted and places them in context for the user. For example, the phrase “case and point” can be confusing to language learners. If you type this phrase in Reverso Context, it searches for this phrase in popular movies, songs, and articles to provide the user with a contextual definition of the phrase. Making is even more user-friendly, you can highlight text right on your device and connect that highlighted text with Reverso Context. The app also allows for users to create personalized vocabulary lists and saves your searches.

I see many uses for this app in the classroom setting. Often, multiple meaning words and phrases are even difficult for native English speakers to understand. The app provides rich contextual definitions for the user to understand. Also, I see benefits for using the vocabulary lists as a means to practice new or unfamiliar words. Reverso also will work offline, allowing students who do not have internet access at home to be able to use this resource when reading and writing. I hope to experiment with this technology to see if it would be beneficial for my elementary language learners.

Source: Prabhu, V. (2017, May 22). Translation App Reverso Releases Version 6.0 with New Language Learning Tools. Retrieved from https://www.techworm.net/2017/05/translation-app-reverso-releases-version-6-0-new-language-learning-tools.html