Technology in L2 teaching A socio-cultural perspective
Technologyin L2 teaching: A socio-cultural perspective
Nameof the student
Nameof the institution
Theuse of the internet in second language classroom setting
Thesignificance of the internet in learning cannot be gainsaid. More so,for those whose second language is English, the internet haspractically revolutionised the learning framework and made every bitof study a very easy concept. Despite the obvious hurdles that comewith the use of the internet in the learning process, the truth ofthe matter is that it has helped shape up the classroom operation andevolved the learning process to a higher level (Porter, 2007). Thiswork seeks to consummately analyze the implications of the use of theinternet in the classroom setting for learners using English as theirsecond language and to establish the principle of the use of internetand its implementation in the classroom setting
Enhancingknowledge through interaction
Thegreatest achievement of internet is the enhancement of thesocialization amongst the learners. It is a well known fact thatlearning takes place in three facets, the cognitive, the psychomotorfacet and then the social part. Through the internet, the learnersare able to meet, albeit virtually, and exchange ideas on theirexperiences, cultures, backgrounds and all the other informationworth sharing (Porter, 2007). For the learners who use English astheir second language, this tool is even better in understanding theEnglish language.
Theclassroom teacher must design a learning programme that gives thelearners an opportunity to meet in the social sites and brieflyinteract. This should be done in a more controlled manner with thesupervision of the classroom teacher and the professional guidance ofthe teacher. Social networks like FaceBook and Twitter offer verygood opportunities for these learners to learn from their peers in avirtual world and establish contacts. This is a very effective mannerin enabling the students to discuss salient issues regarding theirlearning experiences and also to strengthen their social skills,albeit, over the internet (Wheeler, 2009).
Theeffect of this programme can be enormous in improving the learningcurve of the learners. However, the side effects of the internet arealso profound and the teacher must be very dedicated in supervisingthe students with a view to restricting their socialization levelwithout exposing the learners to the unwanted, salacious sites thatwould loosen the moral fabrics of these learners (Grey, 2010).
Internetas a source of information and reference materials
Theinternet is a home to millions of books, journals, scholarlypublications and writings that would offer a firm reference point forthe learners who use English as their second language. The classroomteacher has a fundamental role in introducing his or her students tothese sites that have proper and valid references to enable themwiden their intellect and increase their learning content. Learnersshould be subscribed to these sites to increase their cognitiveability in terms of the quality and quantity of knowledge that theyget (Anderson, 2008).
Inthis respect, the pedagogical structure of the teacher must bechannelled towards introducing the component of disruptive technologyin learning. The teacher must intelligibly adapt his or herinstructional skills and orient it towards allowing the learners tobe able to browse the internet and dig for information for themselvesabout the knowledge they so desire to get (Grey, 2010). Sites such as“blackboard.com” offer very interactive learning experiencefundamental in improving the cognitive aptitude of learners in the L2programmes. Through this initiative, the teacher’s role shallremain “oversight” as these concepts of internet learning overthe internet are strictly heuristic. The students must navigate forthemselves and give their own experience in the process, but ofcourse with the help of the teacher (Anderson, 2008).
Itis therefore very important that the teacher handling learners, whouse English as their second language, develop a clear framework ofteaching the concepts of looking for information over the internet.The framework must be factored into the classroom syllabus to conformto the learning needs of the student and incorporated into themainstream curriculum. In this respect, the teachers would be able tovary their teaching mechanisms in an intelligible manner toincorporate learning through the internet too (Grey, 2010). Aneffective evaluation procedure must also be drafted so that theteacher would easily assess the effectiveness of the internet as alearning tool and most importantly, the teacher, as an instructor,can be able to evaluate himself and alter his or her instructionalskills depending on the learning outcomes in the classroom (Grey,2010).
Theinternet has become the most authoritative learning hub in the globe.“Everybody can learn everything online.” For the students who areusing English as their second language, the internet provides a veryeffective platform. They “sharpen” their language prowess andenhance their proficiency in English (Ertmer et al, 2009). Thisperhaps, is one of the most instrumental platforms that the internetwould give to the learners who take English as their second language.
Pronunciation,spellings, meaning of words, etymology of English words, sentenceconstruction, tenses and other grammatical aspects and syntax issuesare all in the internet.
Rationalefor using internet as a tool in the L2 classroom set up
Theuse of internet is very expository in itself learners are exposed toa wide range of knowledge and series of learning models. As earliermentioned, the concept of learning takes place in three dimensions -the cognitive, psycho motor, and the social aspect. The use ofinternet integrates the learning process so that the learners cansimultaneously develop their cognitive ability through the numerousreference materials online, at the same time widen their socialskills through the several platforms existing online. Thisintegration system of learning is fundamental in the wholesomedevelopment of the student
Withthe emergence of disruptive technology in the globe, learners in theL2 program must not be left behind in the adoption of internet as atool for learning. Other than the learning aspect, the exposure theinternet has in terms of widening the mental capacity of the learnersis immense this in my opinion is the greatest justification for theuse of internet in the learning centre.
Reservationsover the use of internet in the classroom setting
Despitethe good tidings that the internet has come with, there should beplenty of care in the application of the internet as a learning tool.Over dependency on the internet may expose learners to very wronginformation circulating in the internet (Anderson, 2008). It is alsolikely to interfere with the study patterns of the learners who wouldbe seeking to find content online instead of extensively studying tounderstand concepts (Anderson, 2008).
Anderson,T. (2008). Theoryand practice of online learning(2nd ed.). Edmonton: AU Press.
Ertmer,P. A., Hruskocy, C., Woods, D. M., & Ryder, R. J. (2000).Educationon the Internet: the worldwide classroom : access to people,resources, and curricular connections (1999-2000 update. ed.). Upper Saddle River, N.J.: Merrill.
Giagnocavo,G. (2006). Educator`sInternet companion: Classroom connect`s complete guide toeducational resources on the Internet.Upper Saddle River, NJ: Prentice Hall PTR.
Grey,D. (2010). TheInternet in school.London: Cassell.
Porter,L. R. (2007). Creatingthe virtual classroom: distance learning with the Internet.New York: J. Wiley & Sons.
Wheeler,R. S. (2009). Languagealive in the classroom.Westport, Conn.: Praeger