Applying blogs to a language learning context

1
Applying blogs to a language learning context

• Tríona Hourigan
• Institute for the Study of Knowledge in Society
• University of Limerick

2
Introduction

• Blogs Background and Definition
• Blogs and Foreign Language Learning
• Integration Examples of Single-authored
  Reflective Blogs
• Concluding Remarks

3

• Part I
• Blogs Background and Definition

4
Blogs Background and Definition

• Website consisting of dated entries typically
  listed in reverse chronological order on a single
  page (Kolari et al., 200692).
• Wide variety of forms free flowing notebooks of
  ideas platforms for presenting alternative
  viewpoints diary entries links to the
  unclassifiable (Blood, 2000)
• Global phenomenon textual audio video formats
• Also exploited by advertisers media politicians

5
Blogs Background and Definition

• Web 2.0 tools
• - blogs wikis video/photo sharing sites social
  networking platforms
• Impact
• -communication
• -creativity
• -personalisation
• -secure file sharing
• -collaboration

6
(No Transcript)
7
(No Transcript)
8
(No Transcript)
9
(No Transcript)
10
(No Transcript)
11
Amorphous BlogosphereMurray and Hourigan (2008)
12
(No Transcript)
13
Generic Features

• Blogger.com
• free easy to use interface customise template
• add photos videos mobile posting
• applications/gadgets for example ilike gadget
• Development of community feedback from other
  users group/team blogging
• Multilingual available in 41 languages

14

• Part II
• Blogs and Foreign Language Learning

15
Blogs Advantages for the L2 classroom

• Quite easy to set up
• The software is readily accessible and free of
  charge
• Blog hosting sites are multilingual
• Content is instantly publishable on the web
• Interaction and commentary from the teacher and
  fellow class members are facilitated by the
  comment function
• Learners can develop a wide range of generic
  transferable skills
• Target language (authentic) blogs exist which
  may provide content for discourse analysis
• 
  (Murray and Hourigan 2008)

16
(No Transcript)
17
(No Transcript)
18
L2 blogosphere Useful reference guide for
learners

• Google Blogs Search Engine multilingual
• Access to authentic examples of blogs written by
  native speakers
• Need for learners to develop blog content
  assessment skills

19
(No Transcript)
20
(No Transcript)
21
(No Transcript)
22
Considerations for task design

• Embrace the flexibility of this tool
• Choose suitable blog format nominate specific
  skills (written/aural) which match appropriate
  type of blog (textual/audio visual)
• Define type of blog task required, for example
  group-based blog or an individualistic reflective
  blog
• Define nature of the task itself, for example
  reflective learning

23
Examples of potential L2 blog tasks(adapted from
Murray and Hourigan 2008)

• Group blogs
• Collective dissemination of knowledge
• Peer discussion
• Collaborative processing and application of data
• Single publication plurality of authors

• Single-authored blogs
• Authors individual voice
• Creativity
• Reflective
• Vanity publishing factor
• Potential collaboration between student and
  teacher

24

• Part III
• Blogs and Integration
• Examples of single-authored
• reflective blogs

25
Student Profile

• Second year MFL students
• Language and Technology module
• Aim to introduce students to the major
  pedagogical, professional and research
  applications of technology in modern languages
  and to enable students to integrate these into
  their studies

26
Reflective Language Learning Task

• Blog on language learning activities only over
  the course of the semester
• Freedom to blog in L1 or L2
• Possibility to collaborate if desired
• Submit end of semester essay analysis of this
  personalised task
• Aim to guide learners with regard to
  personalising their language learning experience
• Worth 20 of the overall mark

27
(No Transcript)
28
(No Transcript)
29
(No Transcript)
30
Comments from essays

• Blogging was a struggle, a task, one that did not
  come easy and was being carried out because the
  work schedule required it and because it kept me
  focused on the job at hand.
• Writing a blog on this topic allowed me to
  reflect on how I could use Skype for language
  learning, and also in what ways could I consider
  it suitable to my personal LL methods and
  preferences.
• I began to read blogs on various topics in order
  to broaden my experience and learn more about
  blogging and its relevance in other areas as well
  as the variety of styles and structures being
  utilized which helped

31

• After reading back through my blog entries I
  found the results did not entirely adhere to my
  aims
• For some reason unknown to me I prefer putting
  pen to paper and letting the ideas and thoughts
  flow onto the blank canvas
• I personally am not one for deep introspection I
  feel I know myself well enough by now.

32
Concluding Remarks

• Blogging is a viable L2 activity
• Rich blogosphere useful if exploited
  appropriately
• Moving from the generic to the specific
• Choice of appropriate task is key
• Establish an appropriate assessment framework
• L2/L1?
• Content reflective group discussion
• Acceptable level of blog postings?
• ICT skill development