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]]> By: Diana http://clove.edschool.virginia.edu/wordpressmu/itblog/2007/10/19/further-discussion-on-esl-education-and-it/#comment-1934 Diana Mon, 24 Mar 2008 20:12:53 +0000 http://clove.edschool.virginia.edu/wordpressmu/itblog/2007/10/19/further-discussion-on-esl-education-and-it/#comment-1934 I love the idea that Pat talked about, having English learning embedded in stories and math exercises sounds like it would be really great and stimulating. I would love to look at those lessons sometime, they sound really great. I love the idea that Pat talked about, having English learning embedded in stories and math exercises sounds like it would be really great and stimulating. I would love to look at those lessons sometime, they sound really great.

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]]> By: Jesse Murphy http://clove.edschool.virginia.edu/wordpressmu/itblog/2007/10/19/further-discussion-on-esl-education-and-it/#comment-86 Jesse Murphy Wed, 31 Oct 2007 03:02:37 +0000 http://clove.edschool.virginia.edu/wordpressmu/itblog/2007/10/19/further-discussion-on-esl-education-and-it/#comment-86 I think you're right on with the "teacher-mediated" element being critical to Brendan's model. I concur with Brendan here. Not only are the misinterpretation scenarios you mentioned possible without a teacher's input, but the unmediated opportunities are simply more social/informal. While these are great places/sites to practice your skills, they are not an efficient way to learn a language. Brendan described it as a dynamic where having a teacher/expert there with you can't be substituted for another method. Especially with younger students, at least some formal guidance is necessary. We see this with the "Learn a Language While Driving Your Car" CD programs...They might be fantastic uses of technology, but how many people have ever actually learned a language from them? We need someone standing in front of us, motivating us, guiding us, and holding us accountable. But, once you've reached a certain level, the overseas/intracomputer conversation gadgets are a great complement to instruction. I think you’re right on with the “teacher-mediated” element being critical to Brendan’s model. I concur with Brendan here. Not only are the misinterpretation scenarios you mentioned possible without a teacher’s input, but the unmediated opportunities are simply more social/informal. While these are great places/sites to practice your skills, they are not an efficient way to learn a language.

Brendan described it as a dynamic where having a teacher/expert there with you can’t be substituted for another method. Especially with younger students, at least some formal guidance is necessary. We see this with the “Learn a Language While Driving Your Car” CD programs…They might be fantastic uses of technology, but how many people have ever actually learned a language from them? We need someone standing in front of us, motivating us, guiding us, and holding us accountable.

But, once you’ve reached a certain level, the overseas/intracomputer conversation gadgets are a great complement to instruction.

]]> By: Eddie Pan http://clove.edschool.virginia.edu/wordpressmu/itblog/2007/10/19/further-discussion-on-esl-education-and-it/#comment-81 Eddie Pan Thu, 25 Oct 2007 03:23:38 +0000 http://clove.edschool.virginia.edu/wordpressmu/itblog/2007/10/19/further-discussion-on-esl-education-and-it/#comment-81 I think the issue Brendan had with the web application was that it was not teacher mediated. Eunhee had recently given a demonstration of her dissertation topic to the IT Seminar class. In her project, Korean and American students learn about each others' cultures. Interestingly, they are also learning a bit of each others' language (although the site appeared to be mostly in English, so I think there is more English learning by the Korean students going on than Korean learning by the American students). There was a scenario that she mentioned where the students had misinterpreted something that was said, and hostilities arose as a result. In that case, the teachers were able to catch this situation and mediate it to a friendly resolution. The web application displayed during the Colloquium was not teacher-mediated, so problems of misinterpretations due to cultural differences in language use would not be caught. This then poses a problem for that system. IT does have the potential to bring people around the world in contact with each other, but contact across languages usually involves contact across cultures, and that is laden with misinterpretation minefields. Direct translations do not necessarily carry the same meaning across cultures. Until we can develop sophisticated AI to handle such scenarios, we will need experienced mediation. I think the issue Brendan had with the web application was that it was not teacher mediated.

Eunhee had recently given a demonstration of her dissertation topic to the IT Seminar class. In her project, Korean and American students learn about each others’ cultures. Interestingly, they are also learning a bit of each others’ language (although the site appeared to be mostly in English, so I think there is more English learning by the Korean students going on than Korean learning by the American students). There was a scenario that she mentioned where the students had misinterpreted something that was said, and hostilities arose as a result. In that case, the teachers were able to catch this situation and mediate it to a friendly resolution.

The web application displayed during the Colloquium was not teacher-mediated, so problems of misinterpretations due to cultural differences in language use would not be caught. This then poses a problem for that system.

IT does have the potential to bring people around the world in contact with each other, but contact across languages usually involves contact across cultures, and that is laden with misinterpretation minefields. Direct translations do not necessarily carry the same meaning across cultures. Until we can develop sophisticated AI to handle such scenarios, we will need experienced mediation.

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