Non-native speakers of English need to write for a
meaningful audience, collaborate during the inquiry/writing process,
have access to information to fulfill writing tasks, receive guidance
in developing writing styles appropriate for their educational or
work objectives, and be assigned stimulating, relevant writing tasks.
Computer resources (both on and off the Internet) can help classroom
teachers meet students' needs in all these areas.
A content-based curriculum is motivating and effective as a vehicle for ESL/EFL instruction. For excellent direction in designing and implementing content-based courses, see: Stoller, F., & Grabe, W. (1997). A six-T's approach to content-based instruction. In M A. Snow & D. M. Brinton (Eds.), The content-based classroom: Perspectives on integrating language and content (pp. 78-94). New York: Longman.An integrated skills curriculum recognizes that students acquire a second language more efficiently when courses are designed to promote development in all skill areas (listening, speaking, reading and writing). Computer assisted instruction (using either Internet or non-Internet resources) will not, in and of itself, help students acquire English, nor become more creative, proficient writers. However, when integrated thoughtfully and relevantly into a course or curriculum, it becomes a very effective tool. Warschauer has written extensively on the relationship between computer use and literacy. See a list of his recent papers.
The Internet has tremendous potential as a resource in second language instruction and also places great demands on the classroom teacher to understand and keep abreast of developments in the technology and the pedagogy of the internet. Karla Frizler' MA thesis presents an excellent discussion of the benefits and potential pitfalls of on-line writing instruction at http://thecity.sfsu.edu/~funweb/thesis.htm.
The role of the Internet in changing literacy and education has been a topic of much speculation, but very little concrete research has been done in the area. In his 1998 book, Electronic Literacies: Language, Culture, and Power in Online Education, Mark Warschauer attempts to document the role of the Internet and other new digital technologies in the development of language and literacy. Warschauer looks at how the nature of reading and writing is changing, and how these changes are being addressed in the classroom. His focus is on the experiences of culturally and linguistically diverse learners who are at special risk of being marginalized from the information society at http://www.lll.hawaii. edu/web/faculty/markw/elec_lit.html
An excellent primer for those wanting an overview of use of the Internet in teaching ESL/EFL can be seen in Warschauer's book, Internet for English Teaching, Warschauer, Shetzer and Meloni, TESOL Publications, 2000.
The Regional Education Laboratory Network is an excellent resource for keeping abreast of general educational issues, research and best practices. Perhaps the best in terms of pertinent information for students, teachers, administrators, parents and community members is NCREL, the North Central Regional Educational Laboratory at http://www.ncrel.org/
Students (and of course teachers) need certain basic technology equipment and skills before computer/internet resources can be effectively exploited in the classroom. These include:
Return to Internet/Computer Writing Resources home page.
Created by: krauss@lclark.edu
Updated: 10/20/00