May 1, 2012 ... offerings will expand to offer AP Spanish for the 2012-2013 school year. ... Fluenz
. Fluenz is foreign language acquisition software, very similar ...
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Integrating Technology-Based Communicative Activities into the Foreign Language Classroom: A Grant Proposal
by Stefanie N. Janssen A Grant Proposal Project Report Submitted in Partial Fulfillment of the Requirements for the Master of Science Degree Ill
Education
Approved: 2 Semester Credits
The Graduate School University of Wisconsin-Stout May, 2012
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The Graduate School University of Wisconsin-Stout Menomonie, WI Author:
Janssen, Stefanie N.
Title:
Integrating Technology-Based Communicative Activities Into the Foreign Language Classroom: A Grant Proposal
Graduate Degree/ Major: MS Education Research Adviser:
Jerrilyn A. Brewer, Ed.D.
Month/Year:
May, 2012
Number of Pages:
36
Style Manual Used: American Psychological Association, 6th edition Abstract The purpose of this grant proposal is to purchase laptops to create a classroom language lab for Webster High School’s foreign language department. Many students in small rural districts like Webster do not understand how learning a language is applicable to their lives. The grant from the Verizon Foundation for a language lab would make student learning more personal because it would allow students to participate in meaningful exchanges in the target language and to work at a pace appropriate to their own learning needs. The overall goal of this project is to increase student understanding and appreciation of the importance of learning a foreign language through the use of technology. Once the language lab is installed, students will participate in video-chat conversations, will complete leveled language practice activities tailored to their own ability level, and will create audio and video content in the target language. The foreign language instructor will evaluate students with
3 communication rubrics, informal question and answer sessions, and formal assessments. The information gained from this project will be disseminated through articles in local newspapers, information posted on the school website, and an information booth at parent-teacher conferences.
4 Table of Contents .................................................................................................................................................... Page Abstract ............................................................................................................................................2 Chapter I: Introduction ....................................................................................................................6 Statement of the Problem .....................................................................................................6 Purpose of the Study ............................................................................................................8 Definition of Terms..............................................................................................................8 Limitations of the Study.....................................................................................................10 Methodology ......................................................................................................................10 Chapter II: Literature Review ........................................................................................................11 Learning a Second Language: A National Issue ................................................................11 The Evolution of Foreign Language Education .................................................................13 Technology as a Tool in the Foreign Language Classroom ..............................................15 Benefits of Making Connections between Students and Native Speakers ........................20 Chapter III: Project Goals and Objectives .....................................................................................22 Goal: Increase Student Understanding and Appreciation of the Importance of Learning a Foreign Language Through the Use of Technology ..........................................................22 Objective 1: Increase the number of students enrolled in Webster High School’s foreign language courses ................................................................................................................22 Objective 2: Increase the ability of students to communicate in the target language ........23 Objective 3: Improve student foreign language learning and retention through the incorporation of technology into daily classroom lessons .................................................23 Chapter IV: Project Methodology..................................................................................................25 Project Timeline .................................................................................................................26
5 Evaluation Plan and Tools .................................................................................................28 Dissemination Plan ............................................................................................................29 Budget Narrative ................................................................................................................30 Table 1: Budget ..................................................................................................................31 References ......................................................................................................................................32 Appendix A: Cover Letter ............................................................................................................35 Appendix B: Fluenz Software Price Quote ...................................................................................36
6 Chapter I: Introduction The distribution of languages in the world is rapidly changing. Language boundaries were once as concrete as countries’ borders, but they have begun to shift as we move further into the 21st century. In today’s global society, the geographical boundaries of language and culture are being blurred by the ease of communication via technology and the availability of international travel. These changes have resulted in a demand for multi-lingual employees; the training ground for these employees should be K-12 school districts. In order for youth in the U.S. to be able to compete in the global economy, they must be capable of speaking languages other than English. Statement of the Problem The number of students studying languages in the United States has increased in recent years, but U.S. language programs are still lacking in comparison to those of other countries. According to U.S. Secretary of Education Margaret Spellings (2006), “while only 44 percent of our high school students are studying any foreign language, learning a second or even a third foreign language is compulsory for students in the European Union, China, Thailand, and many other countries.” Webster High School (WHS), a small rural school of 232 students located in Northwestern Wisconsin, is one of many rural schools struggling to maintain interest and enrollment in foreign language courses. Despite an exceedingly high poverty rate, 77 percent of students received free or reduced lunch in 2010 (Wisconsin DPI, 2012), and a general lack of encouragement from parents, WHS offers a mandatory six-week exploratory Spanish course for eighth-graders, three Spanish I courses, two Spanish II courses, one Spanish III/IV course, and the opportunity for students to work independently at more advanced levels. District course offerings will expand to offer AP Spanish for the 2012-2013 school year.
7 At Webster High School only about 30 percent of all high school students are currently enrolled in a foreign language course; this percentage has remained consistent over the past five years. Thirty percent is significantly lower than the national average of 44% (Spellings, 2006) for enrollment in foreign language courses. It is imperative that students in the Webster School District develop a greater appreciation for foreign languages’ role in literacy and the important role foreign languages play in a well-rounded high school education. This understanding will potentially lead to greater interest, achievement, and retention in foreign language courses, thereby opening up many career and personal opportunities for Webster’s students. The problem that exists in many foreign language classrooms in poor rural districts with minimal access to technology is that many students are unable to see the purpose for studying languages and even those that do take language courses are failing to develop communicative abilities in the target language. Increasing the amount of technology available to students could significantly increase interest-levels and improve retention of the language; both leading to better communicative abilities. Creating a classroom language lab of laptop computers would allow students to make connections with native speakers of the language through video-chat conversation, and to work at their own ability level on skills-based activities to improve their language capabilities. Studies show that within the traditional language classroom “exposure to oral examples in the target language is generally limited to the teacher’s speech, and interaction with native speakers is often impossible. This lack of time available for contact with the language might be the most important reason for incomplete acquisition of the FL” (Neri, et al., 2008, p.395). Technology enables students to make connections with native speakers, thereby creating an environment where the target language is used in a meaningful, real-life context and is much more likely to be retained.
8 Purpose of the Study The purpose of the grant proposal is to obtain funding to purchase 24 laptop computers to create a classroom language lab. A classroom language lab would help improve language retention, and would make students’ foreign language education more applicable to their lives by enabling them to communicate effectively with native speakers and to use language software to work at their own pace and ability-level. Definition of Terms CALL. Computer Assisted Language Learning. CALL programs are often used in language education programs and by individuals to provide the learner opportunities to interact with written and spoken input in the target language. CAPT. Computer Assisted Pronunciation Training. CAPT programs assess pronunciation in the target language. CMC. Computer-Mediated Communication. CMC is communication that takes place by way of the computer. This would typically include typed-chat and video chat. Cognitive abilities. The term “cognitive abilities” refers to a person’s ability to think and process information. FL. Foreign Language. FLES. Foreign Language in the Elementary School. FLES programs are taught throughout students’ elementary years with a planned scope and sequence. The goal of FLES programs is oral proficiency in the target language. Foreign language instruction is often tied into early elementary curriculum so that students can reap the benefits of language along with a review of subject-area content. (Annenberg Foundation, 2012). FLEX. Foreign Language Exploratory Program. FLEX programs are designed for elementary and middles schools to introduce learners to one or more languages and culture(s).
9 The goal of FLEX programs is to motivate students to pursue additional language study. Instruction in FLEX programs is not sequenced, but rather, is a short introduction that would gain a student’s interest and encourage him/her to pursue more structured language courses later. (Annenberg Foundation, 2012). Fluenz. Fluenz is foreign language acquisition software, very similar to Rosetta Stone, which allows students to complete independent language practice activities at their own pace. When using the program, “the Fluenz tutor is front and center providing context, leading learners step-by-step as they advance, acknowledging the difficulties of the journey, and providing the motivation necessary to reach the final goal” (Fluenz, 2012). Immersion. A foreign language education program where students are completely immersed in the target language is labeled as an immersion program. All subjects are taught using the target language. Immersion is a big trend in elementary schools, and its basic principles rely on the idea that content knowledge taught/learned in L2 will be transferred to L1. L1. Language one or first language. This is the language a person is first taught at home by parents and family. It is also referred to as a person’s native language. L2. Language two or second language. A second language is a language that a person learns in addition to their native language. Native speaker. A person who speaks the target language as his/her first language is a native speaker. Native speakers are also referred to as heritage speakers. Teachers seek out native speakers to give students real language experiences. (Annenberg Foundation, 2012). Realia. Visual materials used in the classroom that are culturally authentic, such as newspapers, movies, radio, posters, etc., are realia. Rosetta Stone. “As the leading language-learning software in the world, Rosetta Stone makes learning a new language second nature” (Rosetta Stone, 2012). Rosetta Stone is the most
10 well-known interactive foreign language software. It is designed to facilitate the acquisition of a second language in a way similar to how we learn our first language. SLA. Second Language Acquisition. The process of learning a second language. Target Language. The target language (TL) is the language being taught in a foreign language classroom. Limitations of the Study This proposal is limited by the fact that foreign language courses at Webster High School are electives and are not required for graduation. Enrollment in electives is generally determined by student preferences, and an academic elective like a language course is not most students’ first choice. It is favorable for the foreign language department, however, that language courses are highly recommended for students who intend to pursue a Bachelor’s degree. Methodology Chapter 2 will include a more in-depth description of the research into why taking foreign language courses is important for high school students, and how those language courses can be enhanced by the addition of technology such as laptop computers. Chapter 3 will outline project goals and objectives. Chapter 4 will include the project’s methodology with an action plan and timeline, the project evaluation plan, evaluation tools, dissemination strategies, and the proposed project budget. The cover letter and FLUENZ price quote will also be included in an appendix.
11 Chapter II: Literature Review Learning a Second Language: A National Issue Learning a second language is exceedingly important for students for a variety of reasons. The most obvious reason is that learning a second language allows a person to communicate with speakers of that language. Other equally valuable reasons include increased cognitive ability, better standardized test scores, and greater flexibility in higher order thinking tasks. These benefits make it even more important for students, teachers, and the educational system in the United States to commit to providing higher-quality foreign language education. Learning a language can be perceived as solely an individual issue, but it is actually much more complicated than that. According to former Secretary of Education Margaret Spellings, “This [learning a second language] is not just an education issue; it’s an economic issue, a civic issue, a social issue, a national security issue, and it’s everybody’s issue” (2006, para. 7). Foreign language education in our schools needs to become a priority for our nation in order for us to be capable of participating in the global community. In many cases, it will have to become a priority for the nation, before it will become a priority in the minds of parents and students. One of the most compelling reasons for the government to see languages as a priority in education is that multilingualism will allow students to compete in the global marketplace. Spellings (2006, para. 5) contends that “while only 44 percent of our high school students are studying any foreign language, learning a second or even a third foreign language is compulsory for students in the European Union, China, Thailand, and many other countries, including those you might not expect, like Kazakhstan.” Students in these countries often begin learning languages at a very young age, often before age ten. As their language skills develop, they will become fluent adults who have native-like accents. They will also have a great advantage over
12 Americans who are generally monolingual when it comes to making business alliances and developing relationships with people from non-English-speaking countries. (Spellings, 2006). It will be very difficult for U.S. youth to compete with others who are more capable of using multiple languages for communication and are therefore better able to communicate with a larger segment of the population. The American attitude toward learning other languages is going to have to change in order for students to be adequately prepared for the competition they will face. “Though we once asserted a sense of world dominance that relied on foreigners learning English, the United States is starting to hear the clarion call of a connected world in which knowing how to communicate in multiple languages is crucial” (Fost, 2010, para. 1). Those days of world dominance are ending, and the result is the need for the United States to do what other countries have done all along—educate students in foreign languages. Beyond the ability to communicate globally, foreign language offers numerous individual cognitive benefits. These benefits go beyond the use of the language itself and apply to other subject matter areas. In the article “Learning a Second Language” (2006), it was indicated that studying a second language is linked to increased cognitive skills, higher achievement in academics, and higher standardized test scores, especially when second language study was introduced to students in the early elementary years. The benefits have the potential to change a student’s entire educational experience. When foreign language study is undertaken at an early age, students can potentially spend the rest of their school years making use of the cognitive benefits they have received beyond the language itself. It has become increasingly clear in recent years that foreign languages should be given more precedence than what their current status as an optional high school course allows. Eventually this will likely mean fully integrated Foreign Language in the Elementary School (FLES) programs with curriculum designed to span K-12. For now, it means improving the way
13 languages are taught. Language teachers can do this by integrating technology into their classes to capture students’ attention and connecting them with native speakers of the language being taught. This progression of language education has moved beyond optional and has become a necessity. “The need for learning foreign languages and improving the dialogue among societies is forced by globalization” (Kartal, E. & Uzun, L., 2010, p.91). If we want our students to be capable of finding work in the global economy, and of keeping up with their international peers in education, we have to provide them with effective foreign language instruction. The Evolution of Foreign Language Education Most people recall their high school foreign language courses as a dull series of vocabulary memorization, verb conjugations, and translations. Those are all important skills, but today’s technology gives language teachers the opportunity to teach those skills within a much more inviting context. Children today do not learn the same way children in past generations learned. “Students have changed, educators have changed, learning itself has changed. And learning tools have evolved accordingly” (Stevens, 2011, para. 1). Students are much more successful in learning endeavors when they are given meaningful context for the knowledge they are acquiring and when the new content is taught through the medium of technology. Technology has become a driving force in education in recent years (Stevens, 2011). Technology in language classrooms used to mean diagrams on a transparency projected onto a screen or a set of tape players with headphones. Now technology means real-time access to native speakers and best practices technology that allow students to take the concepts that are being introduced in the classroom and apply them in real-life situations. According to a study done by Kartal and Uzun (2010), technology has affected the way people communicate all around the world, “it should therefore be a first priority to apply technology to help teach different languages to different societies” (p.91). Technology is no longer a bonus item in the
14 classroom; it has become a necessity for teaching foreign languages in the most effective way possible. One technological tool that is highly beneficial to foreign language classrooms is the laptop. In the recent international debate about the necessity of innovated classroom instruction, mobile computers, such as laptops, are seen as especially beneficial to initiate lasting changes in the nature of learning and teaching. Over the past decade, the presence of computers in schools has exploded and laptops have become a daily learning and working tool for many students all over the world. (Trimmel & Bachmann, 2004, p. 151) Laptops have become commonplace in the classroom because of their incomparable usefulness. The changes they have brought to education are lasting and positive changes that allow students to take a more active role in learning. When students have a laptop in front of them, they have a whole world of information at their fingertips waiting to be explored. In addition to giving students access to information and learning exercises, “it is assumed that computer implementation in education will foster not only the acquisition of cross curricular and media competencies, but also of team and cooperation skills as well as of meaningful learning in complex and authentic environments” (Trimmel & Bachmann, 2004, p. 151). Students who are given regular access to computers are learning content from multiple disciplines at the same time. In a foreign language course, a student could potentially be learning the language while also finding facts related to history or geography and improving computer skills. One concern that is often voiced when technology is used is that it can decrease social interaction. The opposite actually occurs when students use technology to work cooperatively and to make connections with students in other parts of the world. Kartal & Uzum (2010) state, “although it might be argued that the Internet and computers have made people antisocial, it is an
15 observable fact that more and more individuals from different countries easily get in contact with each other, know each other and learn about the culture, language, and lifestyles of their respective populations…It has created a virtual reality, which is indeed very closely connected with real life, and it has removed borders between countries all over the world” (p.91). One common reason students have avoided foreign language courses in the past is that they view learning another language as “useless” and believe that they’ll never have any real-life use for the knowledge they acquire. This opinion is especially prevalent in rural communities like Webster where poverty limits the amount of exposure students have to the world. Traveling outside of the local community is infrequent for the majority of Webster’s students, and since there is not a large population of non-English speakers, most students rarely interact with anyone that speaks another language. Parents tend to reinforce their children’s closed-minded viewpoint, thereby discouraging their children from pursuing foreign language study. International travel is an impossibility for most poor rural students; “technology, however, is bridging the gap left by lack of funds by providing affordable new tools that create easy international interactions” (Fost, 2010, para. 7). Technology provides the next best thing to actual travel, and it has the potential to draw students in and motivate them just as a trip overseas can do. If we want to see an increase in enrollment and interest in foreign language programs, teachers need to demonstrate a new and innovative way of exposing students to languages. Technology is the key to the new way of teaching languages. Technology as a Tool in the Foreign Language Classroom It is clear that learning a second language is very important for students for a variety of educational and economic reasons, and that technology is becoming a necessity in the classroom. Therefore, the next thing to consider is what approach to teaching foreign languages most
16 effectively incorporates the new technology to become the most efficient method for teaching twenty-first century students. The transition to technology-enhanced classrooms with tools like laptops and SMART Boards has transformed students from passive recipients to active participants in the understanding of content and the creation of knowledge. Technology has the potential to make the differentiated classroom a reality. In the past, differentiation has often been limited by the amount of time the teacher can dedicate to each individual student, but with technology tools such as online practice activities and foreign language acquisition software, students can easily work at their own level. In this particular scenario, the teacher functions as more of a facilitator than a traditional lecturer. According to the Wisconsin Department of Instruction (2011), “technology is an essential component of the active learning process and should be seamlessly integrated into the curriculum.” In order to integrate technology effectively, teachers must first understand what is available to them. Some of the most popular and proven tools for foreign language instruction are CALL (Computer Assisted Language Learning), CMC (Computer Mediated Communication), CAPT (Computer Aided Pronunciation Training), Skype (an online video chat program), online pen pals, and class discussion boards. Each of these tools can be accessed using a laptop computer and many are available online free of charge. The many facets of foreign language education are all addressed when educators use a combination of technological tools to teach and reinforce communication, culture and connections. CALL programs have been around for many years but have become especially popular for classroom use in recent years. They offer many advantages to traditional foreign language teaching, but “the greatest advantage touted in research on listening and CALL is that the multimedia nature of the activities addresses the use of different modalities, thus appealing to a
17 wider variety of learning styles” (LeLoup & Pontiero, 2003, para. 13). Evidence has also demonstrated that “the language produced while engaged in CALL is qualitatively better, more coherent, cohesive, and expressive than the language learners produce in face-to-face classroom communication” (LeLoup & Pontiero, 2003, para. 11). One reason for the higher quality language production is likely the lower stress level students feel when interacting with the computer program instead of face-to-face interactions with classmates. A teacher’s role when using CALL is also different from a traditional teacher’s role. CALL provides students such a high degree of autonomy that the teacher becomes more of a facilitator or tutor than an instructor (Gallardo & Gamboa, 2009, p.140). CALL makes it possible for a classroom full of students to all be completely engaged while working on separate tasks. The teacher can oversee all that is going on and offer help or explanations when needed. CALL has been shown to be very beneficial for students, but it is not a substitute for a good teacher or classroom interaction. It is an addition to what teachers do in the classroom. There are many CALL programs on the market, and it is a large responsibility for teachers to research them all and find the one that best suits their students’ needs (Blake, 2008). One especially intriguing and effective CALL program is called Fluenz. Cost-effective and more aligned with typical language-learner expectations than the popular Rosetta Stone software, Fluenz offers students of all ability levels the chance to practice and improve their language skills at their own pace. It is a great option for offering students additional practice and individually tailored learning. CMC focuses on communicative tasks. CMC is a valuable tool for encouraging students to take what they have learned in their foreign language courses and put it to use in real communication.
18 Unlike many individual CALL applications, CMC seems to promote meaningful human interaction that can foster the language learning process. That is, advocates claim that CMC can be an excellent medium for cultivating new social relationships within or across classrooms, resulting in collaborative, meaningful, and cross-cultural human interactions among members of a discourse community created in cyberspace. (Min, Moore, Graham, & Shinwoong, 2002, p.252) One common way of introducing CMC into the foreign language classroom is through Skype. Students around the globe are able to make connections that create relationships and give students on both ends the chance to practice speaking their second language. Skype can be used via projector to connect one entire classroom to another, or it can be used between individual students if enough computers are available. Skype has become the economically disadvantaged student’s overseas experience. “The integration of computer-mediated communication in LL [language learning] offers the possibility of access to the learning context for individuals who would otherwise be separated by time or space” (Gallardo & Gamboa, 2009, p.139). Nothing will ever replace exchange programs or immersion in the target culture, but CMC is the first thing to even come close. When connecting by video is not possible due to a school not having enough computers or time differences between sites, some other options are available. Online pen pals have replaced the traditional letters mailed between classes. Students sending letters to a pen pal are working on the same language skills as those having live conversations; they are just reading and putting their thoughts into writing instead of speaking and listening. It is important to practice reading, writing, listening, and speaking skills when learning a language, so a mixture of activities is the most beneficial to students’ language growth. Another opportunity for students to connect with native speakers is discussion boards. Teachers can connect with other teachers
19 to create private discussion boards where only class members will be allowed to read and post thoughts. Gallardo & Gamboa (2009) studied web-based bulletin board discussions as compared to face-to-face discussions and demonstrated that students demonstrate active participation, a collaborative work ethic and greater peer support online than they do face to face (p.140). Students are accustomed to the type of communication discussion boards offer because of social networking websites, and their comfort level equates with greater participation. CAPT is most commonly used with young students to help them develop native-like pronunciation. In CAPT programs, students are recorded and the computer program assesses their fluency and pronunciation. Pronunciation is difficult to teach, but “the use of computers to help children learn pronunciation skills in an L2 or FL has rapidly increased in the last decade” (Neri, Mich, Gerosa & Giuliani, 2008, p.394). These computer programs are ideal for students who have limited exposure to native language speakers who would naturally model pronunciation and set an example for them. CAPT systems can offer abundant, realistic, and contextualized spoken examples from different speakers by means of videos and recordings that learners can play as often as they wish. They can also provide opportunities for self-paced, autonomous practice, by inviting users to repeat utterances or to respond to certain prompts. (Neri, et al., 2008, p.394) Like other computer aided foreign language practice, the opportunity for students to work at their own pace is one of the greatest benefits. Students also get more feedback from CAPT programs than they could possibly get in one class period from a teacher who is dividing her attention between 20 students. Programs that could potentially better a foreign language classroom are too numerous to offer a complete evaluation. Teachers have the arduous task of sorting through them and
20 choosing which will most effectively help their students. Schools need to do all they can to provide technology to teachers who are interested in using it to enhance students’ educational experiences. Benefits of Making Connections between Students and Native Speakers The speed with which technology is changing the traditional classroom can be overwhelming, but it is important to keep in mind that these changes can and should be embraced for the good of all students. Foreign language education is never going to be the same as it once was, and it is important to realize that “new methods and technologies are opening up incredible opportunities in this realm, providing real-world connections with those speaking other languages, thus motivating students to learn to communicate in a foreign language” (Fost, 2010, para. 3). The first and most obvious benefit of facilitating a connection between students of foreign languages and native speakers is that it creates motivation. When students know that they are going to have the opportunity to interact regularly with native speakers, they will be motivated to work hard to acquire new vocabulary and grammar principles so that they will be able to communicate effectively with the native speaker. The chance to speak to a native speaker is a much better example of true communication than typical simulated classroom question/answer sessions and conversations and yields better results as well. Language learners report a positive attitude toward computer use overall when engaged in language learning tasks. Use of email for interaction, for example, appears to reduce anxiety and increase motivation. Indeed, nearly all studies in the literature reviews report positive student attitudes as defined by lower anxiety levels, higher interest, and greater student participation. In particular, learners
21 express a preference for tasks that promote social interaction between and among native speakers and nonnative speakers. (LeLoup & Pontiero, 2003, para. 9) Students have a genuine desire to interact with their peers, whether those peers are English speakers, or speakers of the target language. Teachers just need to provide the opportunity to do so within educational parameters. Laptops and video chats are the best way for teachers to accommodate this desire. Another interesting factor to consider is that students who are usually shy in the classroom are generally uninhibited when chatting online. According to LeLoup and Pontiero (2003), when students are given the opportunity to make connections with others via computermediated communication, they produce more language than they would have in the regular classroom. There is also less of a tendency for more vocal students to dominate classroom discussion. Students then spend much more time communicating in the target language and less time passively listening (LeLoup & Pontiero, 2003, para. 8). The fact that students are less inhibited when using technology than they are about speaking up in the classroom demonstrates just how comfortable 21st century students are when using technology. It is easier for them to type a response or speak a response into a microphone than it is for them to speak up in the classroom. Overall, language education can be greatly enhanced through the use of technology. Learning a language becomes more real and teaching becomes more effective when connections are made and concepts are taught using the methods that best suit twenty-first century learners’ styles. When contacts are made via technology, students are exposed to a variety of cultures and linguistic patterns. These interactions can help students form lasting positive opinions about the value of diversity and languages. Communication facilitated by technology opens up windows into worlds many students would never have the chance to experience otherwise.
22 Chapter III: Project Goals and Objectives This project is important because it will provide the necessary tools for students at Webster High School to make connections with other students around the world. In doing so, Webster’s students would put the skills they have learned in their foreign language courses to use in real-life scenarios. This project will allow Webster’s students the opportunity to see the world beyond their local area, giving them a global perspective that could only be gained in the past through travel. Webster High School’s foreign language program is currently suffering from low enrollment due to lack of student interest. By purchasing and integrating 24 laptop computers, Webster’s foreign language department could present students with the opportunity to learn a language and put it to immediate use with native speakers. This factor, combined with the capability for all students to work at their own level using CALL software, would enhance the current program and make it much more intriguing and useful from a student perspective. Overall Project Goal: Increase Student Understanding and Appreciation of the Importance of Learning a Foreign Language Through the Use of Technology. Objective 1: Increase the number of students enrolled in Webster High School’s foreign language courses. Building support for language programs in small rural school districts is challenging. In order to increase enrollment, students’ interest needs to be piqued and a high level of parental support needs to be attained. Before they are willing to apply themselves to any subject, students need to make a personal connection to the content. Once the content is seen as meaningful and relevant, students are much more likely to participate in the classroom-learning environment. In order to help students understand the importance of bilingualism, foreign language staff will spend time addressing this topic during the mandatory six-week eighth grade Spanish course. The foreign language department will also coordinate a plan with the guidance counselor so that she can begin advising students about the benefits of language courses when
23 helping them create their class schedules. Enrollment data will be collected and analyzed to determine if an increase in enrollment has occurred. Objective 2: Increase the ability of students to communicate in the target language. In the past, foreign language was primarily taught through repetition and “drill-and-kill” verb conjugations. Today’s students learn and retain more when given real-life opportunities to use what they are learning. The best way to expose students to a language is through travel, but when that is not an option; the next best mode is through communicative opportunities using technology. The language teacher will strive to make the classroom a more stimulating, communicative learning environment through the integration of technology. Daily lessons in language courses will incorporate Skype video chats with native speakers and other Spanish realia such as online newspapers, videos, and audio recordings. Students will also spend time using their newly acquired language skills in online discussion boards and through the creation of audio and video recordings. The foreign language teacher will assess students’ communicative abilities and progress through tracking logs. Objective 3: Improve student foreign language learning and retention through the incorporation of technology into daily classroom lessons. One of the most effective ways to create a more interactive, inviting foreign language classroom is for teachers to provide students access to modern technology. The integration of technology will promote increased interest in the study of foreign language and better retention of the language. First, the district instructional technology (IT) coordinator will purchase 24 laptops with built-in web cams and microphones. Next, the IT coordinator, on behalf of the foreign language department, will purchase “Fluenz” language training and recognition software and install it on all of the new laptops. Once the laptops have been purchased, students will use them to complete daily language practice exercises geared toward each individual’s ability level. Students will have online discussions and
24 video chats as well as daily assessments of progress. The language teacher will use these assessments along with a pretest given in September and a posttest given in May to compare student learning with laptops to the scores of students from previous years who did not have access to technology.
25 Chapter IV: Project Methodology This chapter provides information about how events will progress once the grant has been awarded. Detailed information will be provided about the project timeline, evaluation plan, dissemination plan, and budget. The timeline delineates the project progression during the first year after receipt of the grant funds. The project will being in June 2012 when the Webster School District receives notice of selection for the grant. The instructional technology (IT) coordinator will place an order for 24 video-enabled laptops after the funds are dispersed. The IT coordinator will work in cooperation with the foreign language teacher to set up the new laptops in the foreign language classroom and to install the necessary antivirus and security software on the computers. The IT coordinator will also purchase 24 licenses for Fluenz CALL software and install it on the computers. In September 2012, students will be given the opportunity to begin using the new technology. A diagnostic exam will be administered during the first week of the school year to determine students’ levels of proficiency in the target language. Students will also receive direct instruction from the teacher on how to maximize the benefits of independent, monitored practice using the new CALL software. Initial connections with other students around the world who are native speakers of the target language will also be established. During the course of the school year, students will be regularly observed and tracked while completing communicative activities. Some activities that will be observed and recorded include practice using Fluenz, conversations with native speakers, interactions with the instructor, and dialogue in the target language between classmates. Students’ pronunciation, vocabulary, grammar usage, and level of comfort in speaking will all be monitored. Students will also be given traditional written exams throughout the year that will allow the teacher to track their progress.
26 In January 2013, students will be given a mid-year exam that will provide the instructor a clear vision of how students are progressing in the language-learning process. This exam, along with a quarterly evaluation of the communication tracking logs, will be used to help the instructor make choices about how to alter instruction to meet individual student needs. The instructor will also use these assessments to decide how the laptops can be most effectively utilized on an individual basis to promote student success. In May 2013, students will take a final exam that covers the majority of language concepts studied throughout the year. This exam will be compared with the beginning-of-theyear diagnostic exam to determine student progress. The instructor will also compare the two exams to pretests and posttests from previous years. Making this comparison will demonstrate the effectiveness of technology in increasing student success in communicating in a second language. In addition to exams that show what students have gained academically, students will be asked to complete a short opinion survey in September, January, and May. These surveys will be used to help the instructor plan instruction according to students’ perceived learning needs. Student general opinions of language learning will also be surveyed and results will be analyzed to determine if interaction with native speakers and individually tailored practice influences student feelings about learning a language. Project Timeline Month
Activities
June 2012
Purchase 24 laptops with audio/video capabilities Purchase and install Fluenz CALL language software
September 2012
Administer the Avancemos beginning of the year diagnostic exam Administer the foreign language-learning opinion survey
27 Instruct students on how to maximize the benefits of independent, monitored practice using laptops and Fluenz CALL software Establish connections with speakers of the target language Monitor student progress in communication through tracking logs Assess student progress with Avancemos unit tests (read, write, speak, listen) October 2012
Maintain connections with native speakers Monitor student progress in communication through tracking logs Assess student progress with Avancemos unit tests (read, write, speak, listen)
November 2012
Maintain connections with native speakers Monitor student progress in communication through tracking logs Evaluate progress on tracking logs Assess student progress with Avancemos unit tests (read, write, speak, listen) Make instructional changes according to needs demonstrated
December 2012
Maintain connections with native speakers Monitor student progress in communication through tracking logs Assess student progress with Avancemos unit tests (read, write, speak, listen)
January 2013
Administer the Avancemos mid-year progress-check exam Administer the foreign language-learning opinion survey Maintain connections with native speakers Evaluate progress on tracking logs Monitor student progress in communication through tracking logs Assess student progress with Avancemos unit tests (read, write, speak, listen) Make instructional changes according to needs demonstrated
February 2013
Maintain connections with native speakers
28 Monitor student progress in communication through tracking logs Assess student progress with Avancemos unit tests (read, write, speak, listen) March 2013
Maintain connections with native speakers Monitor student progress in communication through tracking logs Evaluate progress on tracking logs Assess student progress with Avancemos unit tests (read, write, speak, listen) Make instructional changes according to needs demonstrated
April 2013
Maintain connections with native speakers Monitor student progress in communication through tracking logs Assess student progress with Avancemos unit tests (read, write, speak, listen)
May 2013
Maintain connections with native speakers Monitor student progress in communication through tracking logs Evaluate progress on tracking logs Assess student progress with Avancemos unit tests (read, write, speak, listen) Administer the Avancemos end of the year exam Administer the foreign language-learning opinion survey
Evaluation Plan and Tools To be certain that all project activities are working toward the goal of enhancing student understanding of the benefits of learning a second language, formative and summative assessments will be completed throughout the school year. The primary summative evaluation measure will be Avancemos exams that measure student comprehension through listening, reading, writing, and speaking. Results will be compared with previous years’ students’ results. These statistics will allow for an analysis of proficiency levels in students using computers in the foreign language classroom in comparison to the proficiency of students who did not use the new
29 technology. Formative data will be collected three times during the year when students fill out the Student Foreign Language-Learning Opinion Survey to determine how their perceptions are influencing their language study. The results of the summative exams and the formative survey will be combined with information from the communication tracking logs to help the instructor make decisions about how to make instruction the most beneficial for all students. Dissemination Plan Dissemination of project activities and results is an integral part of the project because it will help to inform students, parents, staff members, the community, and other language teachers about the outcomes of the project. The intended results of the dissemination are to influence students’ and parents’ opinions about studying a foreign language, to educate school staff about how foreign language education is conducted, and to demonstrate to the community how proficient our students are at communicating with speakers of other languages. The dissemination will also demonstrate the effectiveness of implementing technology in the classroom and interaction with native speakers to other foreign language teachers. Active dissemination strategies will include displays and poster sessions to be held during bi-annual parent teacher conferences. These displays will outline information gained from student satisfaction surveys and assessments, as well as information from the final project report. Samples of student videoconferences with native speakers will also be recorded, shown at conferences, and posted to the school website. Passive dissemination strategies will include issuing press releases to the school newspaper, school website, and local papers so that they can publicize the final project report.
30 Budget Narrative Equipment This proposal requests a total sponsor investment of $8,647.76. The requested funds will be used to purchase 24 laptop computers, at a cost of $299.99 each, for Webster High School’s foreign language classroom. Once purchased, the laptops will be immediately installed into the classroom so that students can begin reaping the benefits of technology-enhanced language education. The selected laptops are equipped with built-in webcams and microphones so that students will be capable of interacting via videoconference with native speakers of the language. Fluenz interactive language software will be installed on all computers at a cost of $1448 (see price quote, Appendix B). The goal is that this interaction with native speakers will improve students’ ability to communicate in authentic situations and the software will allow them to work at a pace that suits their individual learning needs. These two factors will also serve to improve student interest in foreign language courses. Personnel and Other Expenses Additional costs associated with installing and implementing the new laptops into the classroom will be absorbed by the Webster School District. These costs include time committed by the IT technician and the foreign language teacher. The district will also pay to install antivirus programs and other basic software on the new computers.
31 Table 1
Budget Item
Quantity/
Cost per
Cost Paid
Cost Shared
Time
Item/Hour
by Grant
by WHS
24
$299.99
$7199.76
$0
$7199.76
$1448
$0
$1448
Total
Samsung Laptop Computer Model #: NPRV510-A05US
Fluenz Spanish Language Software Levels
$398 for first, 24 licenses
$50 for each additional
1, 2, 3 IT Technician
20 hrs.
$50
$0
$800
$800
FL Teacher
100 hrs.
$20
$0
$2000
$2000
Total Grant Amount:
$8,647.76
Total Cost Share Amount:
$2,800.00
Total Project Costs:
$11,447.76
32 References Annenberg Foundation. (2012). Teaching foreign languages K-12. Retrieved from http://www.learner.org/libraries/tfl/key_terms.html Blake, R. J. (2008). Brave new digital classroom: Technology and foreign language learning. Washington, D.C.: Georgetown University Press. Retrieved from http://books.google.com/books?id=LxvDNarkM_MC&dq=1589012127&ie=ISO-8859-1 Fluenz. (2012). How it works. Retrieved from http://www.fluenz.com/how-It-Works/ Fost, D. (2010). How global language learning gives students the edge. Retrieved from http://www.edutopia.org/foreign-language Gallardo, F., & Gamboa, E. (2009). The evaluation of computer-mediated technology by second language teachers: collaboration and interaction in CALL. Educational Media International, 46(2), 137-152. doi:10.1080/09523980902933268 Kartal, E. & Uzun, L. (2010). The internet, language learning, and international dialogue: Constructing online foreign language learning websites. Turkish Online Journal of Distance Education, 11(2). Retrieved from https://tojde.anadolu.edu.tr/tojde38/articles/article_4.htm Learning a second language: When and why. (2006). District Administration. Retrieved from http://www.districtadministration.com/article/learning-second-language-when-why LeLoup, J., & Ponterio, R. (2003). Second language acquisition and technology: A review of the research. CAL Online Digests. Retrieved from http://www.cal.org/resources/digest/0311leloup.html
33 Min, L., Moore, Z., Graham, L., & Shinwoong, L. (2002). A look at the research on computerbased technology use in second language learning: A review of the literature from 19902000. Journal of Research on Technology in Education, 34(3), 250. Neri, A., Mich, O., Gerosa, M., & Giuliani, D. (2008). The effectiveness of computer assisted pronunciation training for foreign language learning by children. Computer Assisted Language Learning, 21(5), 393-408. doi:10.1080/09588220802447651 Rosetta Stone. (2012). The best technology-based solutions for learning languages. Retrieved from http://www.rosettastone.com/global/about Spellings, M. (2006). Margaret Spellings. Education Update, XI(5), 17. Retrieved from http://www.educationupdate.com/archives/2006/Jan/html/cen-spellings.html Stevens, M. (2011). 21st Century Learner. NEA Today. Retrieved from http://www.nea.org/home/46989.htm Trimmel, M. and Bachmann, J. (2004). Cognitive, social, motivational and health aspects of students in laptop classrooms. Journal of Computer Assisted Learning, 20(2), 151–158. Retrieved from http://onlinelibrary.wiley.com/doi/10.1111/j.13652729.2004.00076.x/abstract;jsessionid=030790D485CF67AB25BBBB02F09D773E.d01t 04 Verizon Foundation. (2010). Education and literacy. Retrieved from http://foundation.verizon.com/core/education.shtml What the research shows. (n.d.). Retrieved from http://www.discoverlanguages.org/i4a/pages/index.cfm?pageid=4524
34 Wisconsin Department of Public Instruction. (2011). Instructional technology literacy for educators. Retrieved from http://dpi.wi.gov/instech/instech.html Wisconsin Department of Public Instruction (2012). Program statistics: Child nutrition programs. Retrieved from http://dpi.wi.gov/fns/progstat.html
35 Appendix A: Cover Letter May 1, 2012 Verizon Foundation c/o Dave Vehslage 3939 Blue Spruce DEWITT, MI, 48820 Mr. Vehslage, I am proud to submit this proposal on behalf of Webster High School in Webster, Wisconsin. Webster is a small, rural district where many students have limited access to technology and could benefit greatly from a Verizon Foundation Competitive Grant in Education. The language lab Webster would create with the grant funds would include laptops and audio/video software, which would open up new opportunities for students to learn about other cultures. It would allow students to communicate with students from Spanish-speaking countries via video chats, and would allow them to hear and record audio for daily classroom activities aimed at increasing fluency. This would be an exceptional opportunity for Webster’s students to experience cultures and language that they would never have the opportunity to experience without the grant. Thank you for your consideration of this proposal. If you would like any additional information about the grant proposal or if you have any questions, please feel free to contact me at (715) 8664281 ext.325 or
[email protected] . I sincerely look forward to working with the Verizon Foundation on this project. Sincerely,
Stefanie Janssen Webster High School Spanish Teacher
36 Appendix B: Fluenz Price Quote Fluenz 1602 Alton Road Suite 388 Miami Beach, FL 33139 www.fluenz.com 877.358.3695
PRICE QUOTE FOR: Stefanie Janssen Date: 12/5/2011
[email protected]
Quantity Description Unit Price Subtotal 1 Fluenz Spanish 1+2+3 $398.00 $398.00 Inc. installation privileges for 3 computers 21 Additional Licenses for Installation $50.00 $1,050.00 Shipping (USPS International Priority) -- $0.00
TOTAL = $1,448.00
