Multimedia Tools
Multimedia tools are essentially a group of resources which can provide English Language Learners with alternative means of expressing their thoughts and ideas than through writing. Through the use of videos, images, concept maps, and other forms of expression, ELL students are provided with a means to share their voice and contribute to the class, regardless of their mastery of English. The tools shown below are just a few of the resources available to teachers to help encourage their ELL students to communicate without using exclusively written language.
Photos
Devices equipped with digital cameras have become increasingly common and popular in schools. Most students carry devices in their pockets which have camera functions, and can allow students to create visual narratives to express their ideas (Hourcade, Parette, Boeckmann, & Blum, 2010). Visuals are universal, and a means through which students can transcend the language barrier, and communicate with their peers regardless of their English capabilities. Through the use of digital photos, students can take pictures of some of their ideas, and use programs such as PowerPoint or Photoshop to sequentially arrange the images in order to tell a story or convey an idea. Many programs also allow students to incorporate a small amount of text or none at all, and the instructor can set standards as such based on the abilities of the student and the nature of the assignment. Another good way to utilize photographs for ELL learners is to have the students go out and take pictures of objects which fall into a particular category, such as images of things which represent culture. Such an assignment gives language learners a fantastic opportunity to express their ideas and contribute to the class, and show a little bit about themselves through a means other than writing (Linik, 2012). Alternatively, instead of taking the pictures themselves, students can look for pre-existing images online in order to create a narrative. Programs such as Storybook Weaver allow students to illustrate their stories with a wide variety of images, giving English Language Learners a visual component to help express their ideas (Hutchinson, 2009).
Video
Similar to photographs, videos offer ELL students another way to express their ideas without writing. Many mobile devices have video functions, and programs or apps such iMovie can allow students to sequentially order and edit their products into a narrative (Foulger & Jimenez-Silva, 2007). Through the use of video, students have a highly engaging means through which to showcase their ideas, without having to write them down (Waters, 2007). Very successful projects for ELL students using video technology include the filming of a short movie, commercials or public service announcement, or any other genre which is if interest to the students. Students still can engage in writing process through means such as storyboarding or some script writing. Such video projects are also often done in a group of students, enhancing student collaboration, and providing the opportunity for ELL students to communicate with their peers (Linik, 2012). Modern video technology also has the benefit of allowing students to share their work and experiences. Services like YouTube allow students to upload their creations and share them with the world, and much like the blog, such an action would ensure students would work on revising and editing their pieces until they become something students would be proud to share with a larger audience (Foulger & Jimenez-Silva, 2007).
Concept Mapping
Inspiration and Kidspiration are concept mapping tool, which allow students to represent their ideas through linked words and images. Inspiration software offers students a number of easy-to-create concept maps, flow charts, and other visuals which can be essential to help students organize and communicate their ideas (Waters, 2007). Such concept mapping software can be critical for pre-writing exercises; demonstrating to students the importance of organizing ideas before writing, and then helping them do so through technology (Waters, 2007). The act of concept mapping itself can be an easy means for language learners to visually express and connect their ideas regarding a particular assignment or topic with only a limited use of language. Concept maps could be a strong substitute for more complicated writing assignments, as ELL students could express the same ideas to the instructor without the intimidating challenge of producing multiple pages of writing. Finally, concept mapping tools such as Inspiration and Kidspriation can be incredibly very effective in allowing ELL students to participate in collaborative group activities such as brainstorming. The combined use of visuals and words can help ensure that the ideas brainstormed by the students are comprehensible and logical to the ELL learner, and could allow the students themselves to add their own input to the discussion through a simple image or connecting line. (Hutchinson, 2009).
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