Unit 9 Blog Post

You know the saying, “If it sounds too good to be true, then it probably is.” That was my first thought when I read the title of an article about a new language learning technology. The software company boasts that their new app will help a child learn a new language in one month. Due to the confidence portrayed in the article’s title alone, I knew I had to read on.

The app is called Zangu and is designed by the software company AITeachU. The program is targeted to the age bracket of 3-10-year-olds, though they say children of any age can learn from their product. After reading, I found their technology to be quite different from other language learning apps targeted at children. Most software that I have learned about is focused on grammar and vocabulary development, the more formal side of learning a language. While Zangu focuses on conversational language skills. Through research, the Shanghai-based firm found that there are three distinct issues language learners face that inhibit them from participating in conversations: bad accents, inability to speak out, and struggles with hearing the language. AITeachU found these areas weren’t being addressed in typical language learning software and created an app to teach conversational language skills.

The company claims that their voice recognition software differs from most, as most recognition software cannot detect the voice of children. Their software analyzes voice patterns and determines pronunciation accuracy. Zangu grades a child’s language learning on a 5 level scale ranging from beginner to native speaker. Their character’s voices are human recorded from native speakers, making their product more authentic. Kids are guided through the program by a character named Ai who sends you on a special mission to help her save the planet.

Their teaching methods simulate learning from a native speaker. Zangu doesn’t use letters, but rather focuses on auditory perception, thus improving pronunciation and enunciation. Zangu is currently being marketed to schools as a fast way to help a child be able to converse with their teacher. The company also stated that not only is it great for learning English but also for children whose parents want them to be able to converse in another language.

While I am skeptical of the time frame, there is no denying their product is different from most on the market. I think back to a student’s first day at my school, where they didn’t speak any English. The teacher’s first mission was to teach her the word bathroom. It is situations like those that make me wonder if this type of “quick fix” technology would be beneficial. While it is still important for a child to learn the proper grammar and vocabulary of a language, the most immediate, important skill is being able to converse with those around you. This article led me to think back about our unit on Lingua Franca and the importance of speaking practice and skills. I think using Zangu in conjunction with other teaching techniques, could potentially be a good thing. Time will tell if Zangu is really an effective product in the heavily crowded language learning software market.

Source: http://www.rfdtv.com/story/35679654/say-it-with-ai-this-new-app-helps-learn-a-new-language-in-just-one-month

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

Unit 4 Blog Post

The article I read about this week was related to language learning resources and software that was recently developed. The article was about a Latha Srinivasan, a woman who quit her job at HCL (a technology company) to develop language learning materials and software. She was prompted to do this after recognizing a deficit in English language learners upon their completion of learning English. She felt most students, especially those who attended poor private schools, were not receiving proper English instruction. Upon her investigation she realized most schools didn't have proper resources to teach English, and teachers weren't adequately trained. As a result, she developed the program Chippersage, which means happy teacher in her native language. 

Chippersage is targeted for students ages 4-14. The program has three different components for language learners and instructors. The first component is English Ever After, which provides lessons for teachers. The second is Bodhi Tree, which trains teachers on how to teach language effectively to their students. The third component is called Flow of English, which is a digital tool to engage students when learning the language. The program has gained in popularity and now serves 80,000 language learners. Cippersage has been funded by many foundations, one of which is the Bill and Melinda Gates Foundation. 

I think the program Srinivasan created is innovative and inspiring. She saw a need to build English skills in her country, especially to under-privileged children. Though this particular situation occurred in India, I drew many parallels to our country. Unfortunately, it is typically the poor areas with under-privileged children that do not have access to adequate materials and instruction. This can ultimately effect their future, as Srinivasan was concerned with as well. She recognized that successful careers in today's world require fluency of conversational English. This skill is also necessary for learners in our classroom as well. However, I feel there are many skills to build upon before expecting a language learner to be a proficient conversationalist in a language that is not native to them. I expect more programs like Chippersage to continue to appear on the market in years to come, as software and technology continue to provide wonderful resources for language learners and teachers. 


Link to article: https://m.yourstory.com/2017/05/chippersage-startup/