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ENGLISH LANGUAGE WITH COMPUTERS 1

ABSTRACT

Active communication with other i !e" to human #earnin$% Thi trai$ht&orwar' (remi ecurrent#" un'er$ir' much theor" an' re earch in tu'ent #earnin$ in $enera#) an' in

econ' #an$ua$e an' #iterac" #earnin$ in (articu#ar% *oth o& the e aca'emic area have #on$ac!now#e'$e' communication+ centra# ro#e in ucce &u# #earnin$ with the e,act intricacie

o& in tructiona# conver ation an' the &orm the e ta!e havin$ -een the &ocu o& c#o eana#" i .Ca/'en) 10 2 Gee) 34412 N" tran') Gamoran) 5achur) 6 Pren'er$a t) 10072Thar( 6 Ga#imore) 10012 van Lier) 34448% In thi e,amination o& com(uter9 u((orte'

c#a room 'i cour e) (eci&ic &orm o& in tructiona# conver ation em(#o"e' -" a veterane#ementar" teacher o& -e$innin$9#eve# En$#i h #an$ua$e #earner .ELL 8 are e,amine'% The

&oca# teacher orche trate in tructiona# conver ation aroun' com(uter with chi#'renwho e imme'iate nee' are to #earn the En$#i h #an$ua$e) (eci&ica##" the :#an$ua$e o&

choo#: an' the concomitant ocia# com(#e,itie im(#ie' in or'er to (artici(ate inmain tream in tructiona# activit"% With the e $oa# ha(in$ #an$ua$e an' #iterac" activit")their ESOL .En$#i h &or (ea!er o& other #an$ua$e 8 teacher ma!e u e o& the com(uter toca(ture) motivate) an' anchor #earner attention to) an' ren'er com(rehen i-#e the tar$et

#an$ua$e the" hear an' ee on an' aroun' the com(uter creen% The anatom" o& the activit"he orche trate aroun' the com(uter an' the #an$ua$e he u e to u((ort it 99 #a-e#e' here

a triadic scaffolds 99 are the &ocu o& ana#" i % ;orm an' &unction o& tria'ic 'i cour e.teacher) #earner) com(uter8 are e,amine' &or their (otentia# uni<ue ro#e in econ' #an$ua$e

an' #iterac" in truction%

INTRODUCTION

Com(uter techno#o$" i -ein$ wi'e#" u e' in c#a room a a mean o& u((ortin$in truction% Concurrent#") much attention in the e'ucation re earch communit" ha &ocu e'

on in tructiona# techno#o$ie $enera##" an' more (articu#ar#" on the critica# ro#e o& contextsof use; that i ) the ituationa# &eature an' ver-a# in tructiona# '"namic that canaccom(an" com(uter u e .Garner 6 Gi##in$ham) 100=2 5um(u#ainen) 100=2 Lan! hear 6

Sn"'er) 34442 Me !i##) Mo o() 6 *ate ) 10002 We$eri& 6 Mercer) 100=8% Thi ana#" ie,amine the communicative '"namic o& an e,(erience' En$#i h &or (ea!er o& other

#an$ua$e .ESOL8 teacher wor!in$ with her tu'ent aroun' com(uter % M" intere t here ito (re ent (articu#ar (attern o& in tructiona# 'i cour e that are at once .a8 ma!in$ 'i tinct

re&erentia# u e o& the (h" ica# &eature o& the com(uter an' .-8 accom(#i hin$ econ'#an$ua$e an' #iterac" activit" in wa" that ma!e $oo' (e'a$o$ica# en e% In thi ca e) the$ui'in$ notion o& $oo' (e'a$o$ica# en e i roote' in what Gee . 3444 8 (oint to a critica#e#ement o& e&&ective #iterac" in truction> a :?u'iciou mi,ture: o& .a8 #earner invo#vement

in their #an$ua$e an' #iterac" #earnin$ .:immer ion in a communit" o& (ractice:82 an' .-8in tructiona# #an$ua$e .:overt &ocu in$ an' ca&&o#'in$@ toB &ocu #earner on the mo t

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&ruit&u# ort o& (attern in their e,(erience:8 that u((ort #earner ac<ui ition o& acommunit"+ (ractice .(% 9=8% Thi ana#" i o& in tructiona# conver ation aroun'

com(uter i an attem(t to c#o e#" 'etai# an' e,(#icate uch mi,ture in action%

The Lan$ua$e o& Schoo#

The num-er o& chi#'ren in U%S% choo# &or whom En$#i h i their econ' #an$ua$e i nearin$&ive mi##ion an' $rowin$% Whi#e ELL are e,(ecte' to ma ter the En$#i h #an$ua$e) the" are

a# o e,(ecte' to #earnaca'emic content in the ver" #an$ua$e the" are in the (roce o&#earnin$% In hort) their in tructiona# nee' are mu#ti(#e an' com(#e,% Lan$ua$e i ) a&ter a##)

e entia# to virtua##" a## a (ect o& 'ai#" #i&e% It i !e" to im(rovin$ one+ #ot an' ima$inin$'i&&erent wor#' % Li!ewi e) choo# are -rimmin$ with #an$ua$e> #ecture ) 'irection ) a'vice)

a'monition ) &act ) &anta ie ) an' 'i in$ % It wou#' -e 'i&&icu#t to 'i a$ree with the notionthat omethin$ a critica# an' (erva ive a #an$ua$e hou#' -e &eature' an' o treate' in

choo# % Det the tren' ha tra'itiona##" -een &or #an$ua$e to -e treate' a a $iven) a

(rere<ui ite 99 not a e entia# to a## #earnin$ .Sch#e((e$re##) 34412 Short 6 Sherri ) 344 2Snow 6 Won$9;i##more) 34438% Moreover) :or$ani/ationa# tructure in choo# $ive or'en" tu'ent acce to an a((rentice hi( to the 'i cour e o& aca'emic ucce : .Ge-har')

1000) (% 18% Nonethe#e ) chi#'ren nee' #an$ua$e that (rovi'e acce to the (ractice o&their variou communitie .Lan! hear 6 5no-e#) 344F8%

A characteri tic o& at9ri ! #earner 99 -oth native an' non9native (ea!er o& En$#i h 99 ithat the" ma" not -e communicative#" e<ui((e' to en$a$e the ever"'a" cri(t o& choo#9-a e' activitie ) activitie &or which mo t mi''#e c#a ) :main tream: tu'ent have -een

(re(are' ince -irth . e#(it) 100 2 Gee) 1004) 3444 2 Heath) 10 F8% Rather) chi#'ren come tochoo# ver e' in the e,(erience o& their home ) their &ami#ie ) an' their home cu#ture 99

cu#ture com(ri e' o& com(#e, wa" o& !nowin$ an' communicatin$ 99 where what *#oomca## a :theor" o& min': i &irm#" e ta-#i he' a a &oun'ation on which chi#'ren+ native

communicative re(ertoire i &orme' at a "oun$ a$e throu$h ocia# interaction with other %Thi i accom(#i he' throu$h o- ervin$ (arent + an' (eer + wa" o& un'er tan'in$) ta#!in$

a-out) an' -ein$ in the wor#' .*#oom) 34412 *runer) 100=8% How a chi#'+ home an'communit" un'er tan' an' communicate a-out the wor#' an' how thi i mani&e t in U%S%

choo# cu#ture can -e <uite 'i imi#ar .Ca/'en) 10 2 Heath) 10 F2 Michae# ) 10 12 Soto)10078%

Recent reco$nition that ma terin$ #an$ua$e u e i &ir t an' &oremo t a ocia# (roce thatinvo#ve human re#atin$ to one another in e&&ective an' (ro'uctive wa" ha ta!en

(rece'ence over o#'er notion o& #an$ua$e a a -o'" o& !now#e'$e that can -e -ro!en 'owninto 'i crete (iece an' tau$ht accor'in$#" .Lanto#&) 34418% When #earnin$ the &ir t) or

native #an$ua$e chi#'ren active#" #earn the wa" o& !nowin$) ta#!in$ a-out) an' 'oin$ thewor#' -" wor!in$ out the intentiona#itie o& tho e aroun' them% Learnin$ a econ' #an$ua$e

can -e viewe' a com(ri in$ imi#ar (roce e % The human im(erative to wor! out theintentiona#itie o& other i centra# to a chi#'+ 'eve#o(ment o& a theor" o& min' 99 an

e entia# un'er tan'in$ o& the e#& in the wor#' 99 that account &or the wa" #an$ua$econnect with the imme'iate ocia# conte,t% With a &oun'ationa# un'er tan'in$ o& #an$ua$e

#earnin$ a a ocia# conte,tua# (roce that -ene&it &rom o((ortunitie to interact withother .van Lier) 34442 Wi#!in on 6 Si##iman) 3444 8) #an$ua$e teachin$ (ro&e iona#

t"(ica##" en$a$e tu'ent in activitie that ma!e what #earner ee an' hear in the tar$et#an$ua$e a#ient) re&erence') noticea-#e) an' com(rehen i-#e) with un'er tan'in$ havin$

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re#evant con e<uence > in hort) an :authentic nee' to com(rehen' an' act accor'in$#":.van Lier) 100=) (% 3 8 with imme'iate#" (erce(ti-#e con e<uence .A her) 10 8%

Corre (on'in$#") in tructiona# activit" that ha a it $oa# initiation into the wor#' o& choo#'i cour e 99 tho e wa" o& ta#!in$ that have -ecome in titutiona##" anctione' or :norma#:.Gee) 3444 8 99 mu t -e cra&te' an' $ui'e' in or'er to ren'er what $et ai' an' 'one a#ient

an' meanin$&u# to #earner % Con e<uent#") the tructure o& a t"(ica# #an$ua$e #earnin$activit" mi$ht -e a &o##ow > A nee' to en$a$e i e ta-#i he' an' a conte,t i orche trate'

that et u( a (articu#ar re#ation hi( -etween a (ect o& the (h" ica# or ocia# environmentan' #earner % The re u#tin$ activit" 99 where i$ht) touch) an' (eech unite 99 -ecome the#ocu o& #earnin$% Such tructure' activitie ma!e u e o& :enhance' in(ut): #an$ua$e thatha -oth c#ear vi ua# re&erent an' who e &orm $et noticed -" tu'ent .Schmi't) 100 8%

Lan$ua$e teacher &urther enhance their aura# in(ut throu$h a#ience9-ui#'in$ intonation)(ro o'") an' vi ua# accom(animent o& a## !in' .$e ture) o-?ect) &acia# e,(re ion8% Suchcom(#e,e o& in tructiona# e#ement have -een variou #" re&erre' to a :a&&or'ance : .vanLier) 34448) :o(tima# am(#e : .Coo!) 34418) an' :in tructiona# conver ation : .Thar( 6

Ga##imore) 10018%

Com(uter an' Lan$ua$e Teachin$ Learnin$

A''in$ the com(uter into the in tructiona# mi, a&&or' man" o((ortunitie &or thi ort o&#an$ua$e #earnin$ activit"% Learnin$ what #an$ua$e oun' #i!e) #oo! #i!e) an' mean can-e u((orte' an' enhance' throu$h teacher an' tu'ent ta#! a-out what the" ee on the

com(uter creen .e%$%) an in tructor ver-a##" 'irectin$ a chi#'+ i/in$ an' (#acement o& anima$e8% Thu ) (eci&ic ver-a# in tructiona# trate$ie !nown wi'e#" a teachin$ : ca&&o#' :

can -e &aci#itate' -" virtue o& the (h" ica# (ro(ertie o& the com(uter% Woo') *runer) 6

Ro + .107=8 'e&inition o& ca&&o#'in$ i in tructive in thi re$ar'% Their &our9com(onent'e&inition o& in tructiona# ca&&o#' can -e rea'i#" a((#ie' to what the (re ence o& thecom(uter accom(#i he in the in tructiona# conver ation> .a8 what a((ear on the creen

can -e viewe' a reducing the size of the task so the child can co !lete it; .-8 what a((ear onthe creen an' what chan$e to it are (o i-#e can -e viewe' a kee!ing the child"s attention

in the o ent; .c8 what a((ear on the creen can &aci#itate aking salient rele#ant features;an' .'8 what the teacher a" an' 'oe in reaction to what a((ear on the creen can -e

viewe' as odeling $a%s to acco !lish& Each o& the e &our !e" characteri tic o& ca&&o#'in$invo#ve more than the #an$ua$e u e' (er e% Each invo#ve trate$ic in tructiona# move

that) a a com(#e, who#e) are at the heart o& the cra&t o& teachin$% The (re ence o& thecom(uter (otentia##" am(#i&ie uch move % In'ee') recent re earch on com(uter9 u((orte'

#earnin$ conte,t in'icate that the e interactiona# routine can (rovi'e the !in' o&timu#ation an' anchorin$ o& #an$ua$e o centra# to the #an$ua$e #earnin$ (roce

.Cummin 6 Sa"er ) 10072 E #in$) 10012 Me !i##) Mo o() 6 *ate ) 10002 Me !i## 6Mo o() 3444a2 Newman) 10078%

Secon' #an$ua$e an' #iterac" #earnin$ conte,t that (romote an' u tain the ocia#con truction an' ne$otiation o& meanin$9ma!in$ are wi'e#" con i'ere' a o(tima# .e%$%)

Au$u t 6 Ha!uta) 100 2 Snow) 10038% In #i$ht o& uch o(tima# conte,t ) Me !i##) Mo o()an' *ate .1000) 3444-8 (ro(o e (eci&ic (h" ica# &eature o& com(uter that are e (ecia##"

u((ortive o& ?oint meanin$9ma!in$ an' in tructiona# conver ation % ;eature uch a !u'licness( insta'ilit%( anchored referents( an' the anarchic nature o& com(uter can -e

viewe' a ena-#in$ ac<ui ition9oriente' activit" when !i##e' #an$ua$e (ro&e iona# ta!ein tructiona# a'vanta$e o& them% 3 A #an$ua$e e'ucator can ma!e u e o& the vi ua#

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re(re entation o& a wor' or (icture on the com(uter creen .a (u-#ic) anchore' re&erent8)to communicative#" rein&orce wor') (hra e) an' entence9#eve# meanin$% ;urther) he can'irect #earner to mani(u#ate what the" ee on the creen .(u-#icne ) anchore' re&erent )in ta-i#it"8 there-" rein&orcin$ the aura# vi ua# a (ect o& the #an$ua$e he i teachin$% I& atu'ent wi he to e,erci e her own vo#ition -" chan$in$ what i on the creen in'e(en'ent o&

the teacher+ 'irective .anarch"8) thi a# o -ecome a rich venue &or imme'iate) re&erence'tar$et #an$ua$e #earnin$% ;rom thi (er (ective) com(uter creen can erve to anchorattention to &orm an' &unction in imme'iate) hi$h#" tan$i-#e) an' communicative#"

authentic wa" %

The &o##owin$ ana#" i &ocu e on the com(uter9 u((orte' in tructiona# ca&&o#'in$ o& anESOL teachin$ (ro&e iona# a he u e com(uter to teach -e$innin$9#eve# En$#i h#an$ua$e #earner the #an$ua$e an' #iterac" the" nee' to (artici(ate in the ever"'a"

aca'emic activitie o& their choo#% S(ecia# &ocu o& the e in tructiona# e<uence i $iven tothe inter(#a" -etween the teacher+ utterance ) the &eature o& the machine) chi#'ren+

re (on e ) an' what the e to$ether accom(#i h in tructiona##"%

CONTE T

:Mr % M: ha tau$ht En$#i h to non9native (ea!er in the ame mi'9 i/e) (o t9in'u tria#cit" choo# 'i trict &or over F4 "ear 2 the ma?orit" o& that tenure ha -een a the o#e

e#ementar" ESOL (ecia#i t in the 'i trict% A uch) he ha trave#e' -etween the 'i trict+e#ementar" choo# to teach $rou( o& mo t#" #ow ocioeconomic tatu .SES8 En$#i h

#an$ua$e #earner .ELL 8% Over the "ear ) thi ro#e ha come to inc#u'e ervin$ a the main#iai on -etween choo# an' ELL &ami#ie a we## a the wi'er immi$rant communit"% Shere$u#ar#" ee that chi#'ren receive the me'ica# an' ocia# ervice u((ort the" nee'2 thi

can mean :(oun'in$ on 'oor % Ma!in$ ure !i' $et to the 'enti t even when I+ve $ot to'rive them% That the"+ve $ot a winter coat to wear to choo#: .interview with Mr % M8%

Mr % M+ main o-?ective 'urin$ her F4 "ear a an ESOL (ro&e iona# ha -een to 'oever"thin$ in her (ower to en ure that her En$#i h #an$ua$e #earner are e<ui((e' with the

#in$ui tic an' cu#tura# !i## the" nee' to active#" (artici(ate an' uccee' in choo#% Shea'#" 'e cri-e how the ELL chi#'ren he ha wor!e' with over the "ear have -een

u-?ecte' to $ro mi un'er tan'in$) racia# a-u e ) an' a## out an$er on the (art o& theirc#a room teacher an' other choo# (er onne#% Thi i main#" 'ue) he o- erve ) to choo#(er onne# (erce(tion that ELL + #ac! o& re (on ivene i :ru'e an' 'i re (ect&u# when

the e !i' aren+t un'er tan'in$ or that the" 'on+t !now how to re (on'%: To the e en' ) hewor! inten ive#" with her tu'ent on -a ic ora# an' written #iterac") content area #an$ua$e

an' accom(an"in$ conce(t ) an' the a((ro(riate ver-a# an' non9ver-a# wa" o& :'oin$choo#: that wi## $ain them acce to the aca'emic choo# 'i cour e that urroun' them%

Thi i her tate' wa" o& com-atin$ the ne$ative reaction her tu'ent ten' to e,(erience>She imme'iate#" teache them com(rehen ion an' re (on ivene techni<ue the" nee' to

a((ear coo(erative) to &it in% She accom(#i he her mu#ti(#e in tructiona# $oa# throu$hmo'e#in$) $ui'ance) an' inve tment9-ui#'in$ that are (ro&oun'#" re (ect&u# an' carin$%

Each e#ementar" choo# in the 'i trict u e the ESOL :(u##out: a((roach to ELLin truction% Chi#'ren #eave their re$u#ar c#a room to come to Mr % M+ room 'ai#" &or 9

minute o& inten ive ESOL in truction% The remain'er o& their 'a" the" (en' in themain tream c#a room &rom which the" are :(u##e' out: an' where the" receive #itt#e or no

#in$ui tic in tructiona# u((ort% Mr % M+ c#a e ion are he#' in a ma## (rivate room%

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The room i -ri$ht an' cheer&u# with (o ter on the wa##% There i a ta-#e where the teacher(#u 9 tu'ent can wor! to$ether% Two com(uter #ine the wa## to the i'e o& thewor!ta-#e% A oon a the chi#'ren enter the room) Mr % M en$a$e them in #eve#9

a((ro(riate conver ation a-out their c#othe ) the weather) their hea#th) the c#a the" ?u tcame &rom) their &ami#") an' the #i!e% A&ter the e in&orma# "et a#wa" in tructiona#

conver ation ) Mr % M+ e ion t"(ica##" con i t o& $rou( ta-#e wor! that &ocu e an'(re(are tu'ent to ucce &u##" en$a$e in u- e<uent #an$ua$e an' #iterac" activitie that

he orche trate aroun' the com(uter % Li!e mo t #an$ua$e in tructor ) Mr % M ma!e u eo& o&tware not 'e i$ne' (eci&ica##" &or ELL % In tea') he u e native9 (ea!er o&twarethat a#i$n with the theme o& the c#a + current wor! an' that can -e u e' in wa" thatu((ort #earner (racticin$ tar$et #an$ua$e aroun' the machine throu$h interaction with

their teacher an' (eer % She u e content9rich $ame ) imu#ation ) an' (ro'uctivit" too# tocom(#ement her in truction% Sam(#e theme o& the e activitie are the a#(ha-et) co#or )

anima# ) ha(e ) $eo$ra(h") an' &oo'% The e to(ic teer &oca# aca'emic voca-u#ar" an'each activit" con i tent#" inte$rate the &ive #an$ua$e !i## > #i tenin$) (ea!in$) rea'in$)

writin$) an' (ronunciation%

ata Co##ection an' Ana#" i

Mr % M+ e ion with two $rou( o& ELL were au'io recor'e' with &ie#' note ma'e o&non9ver-a# com(onent o& the activit" over the cour e o& F month % In a''ition to a 1 1 3

hour cu#minatin$ interview) a## in&orma# conver ation with Mr % M -e&ore) 'urin$) an' a&terc#a e ion wa a# o recor'e'% Tran cri(t o& Mr % M+ c#a e an' her comment a-outthem were ucce ive#" co'e' on a num-er o& emer$in$ 'imen ion % Throu$h (roce e o&

review) revi ion o& co'e ) an' re9review) #a-e# were a i$ne' to ver-a# an' non9ver-a#action on Mr % M+ (art that &orme' (art o& the triadic scaffolds een a (re'ominatin$ her

wor! with ELL chi#'ren aroun' the com(uter % The con truct triadic scaffold $rew out o&o- ervin$ a (re(on'erance o& imi#ar ver-a# routine aroun' the com(uter cou(#e' with the&act that the e routine a((eare' to mo t accurate#" characteri/e Mr % M+ a((roach to

e,(#oitin$ com(uter &or their overa## attention9$ettin$ an' maintainin$ <ua#it" a we## athe continuou o((ortunitie the" a&&or' &or #an$ua$e an' #iterac" #earnin$% e cri(tion o&

the e ver-a# trate$ie an' what the e were inten'e' to accom(#i h were chec!e' a$ain tinterview 'ata with Mr % M a were the #a-e# &or the ro#e (#a"e' -" the com(uter% The e

'ata co##ection an' ana#" i activitie com(ri e an attem(t to ca(ture the (ecia# com(uter9u((orte' techni<ue thi one ver" e,(erience' teacher em(#o" to coa, an' u((ort

chi#'ren+ En$#i h #an$ua$e an' #iterac" #earnin$%

Triadic Scaffolds

ata con i t o& tran cri(t o& c#a room interaction an' interview with the (artici(atin$teacher% Three co'er ) one o& whom wa the author an' a## o& whom were #an$ua$e9teachin$

(ro&e iona# ) e,amine') 'i cu e') an' in'e(en'ent#" co'e' c#a room an' interviewtran cri(t % Co'er initia##" em(#o"e' Me !i##) Mo o() an' *ate + .10008 uni<ue &eature o&e#ectronic te,t .(u-#icne ) anchore' re&erent ) in ta-i#it") an' anarch"8 in their attem(tto ma!e en e o& the ro#e o& the com(uter in the e in tructiona# conver ation % In a''ition)common#" &avore' econ' #an$ua$e teachin$ trate$ie .mo'e#in$) echoin$) reca tin$) an'

the #i!e8 a# o erve' to $ui'e ana#" i % Throu$h 'i cu ion an' ne$otiation o&) an' u#timate#"

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a$reement on) termino#o$") e#ect c#a room 'ata came to -e co'e' -" a et o& .a8 teachin$trate$ie .-oth ver-a# an' nonver-a#) $#o-a# an' #oca#82 .-8 the ro#e o& the com(uter in the

in tructiona# ca&&o#'2 an' .c8 what the e com-ine' .teacher J com(uter &eature 8 trate$iea((ear to accom(#i h an' what the teacher re(ort them a accom(#i hin$% ue to their

tri(artite nature) the e ver-a# in tructiona# trate$ie came to -e characteri/e' a tria'icca&&o#' 99 three 'imen ion o& an utterance that at once aim to teach #an$ua$e) i

&a hione' to -e in tructiona#) an' re&erence the com(uter in a ocio#in$ui tica##" an'in tructiona# wa"%

Tria'ic ca&&o#' are thu com(ri e' o& an' were co'e' a &o##ow >

18 S 9 a teacher ver-a# trate$"

38 C 9 contri-ution o& the com(uter

F8 A 9 what the trate$" accom(#i he

Tho e in tance o& trate$ie re(orte' e&&ective -" the teacher 99 tho e that a((eare' toaccom(#i h her aim 99 are c#u ter o& ver-a# routine .inc#u'in$ $e ture8 that c#ear#"

connect with #earner inve tment in #an$ua$e an' #iterac" #earnin$ with the com(uter% Twoe,cer(t containin$ tria'ic ca&&o#' 99 one &rom each o& the two (u##9out c#a e o- erve' 99are e,(#icate' -e#ow% The &ir t invo#ve two econ' $ra'er an' the u e o& an a#(ha-et $ame

to rein&orce (ronunciation) voca-u#ar") (e##in$) an' #i tenin$% The econ' invo#ve three&ourth $ra'er an' the u e o& an anima# $ame to rein&orce voca-u#ar") (ronunciation)

(e##in$) an' #i tenin$% In -oth ca e ) the aim i #e what the 'e i$n o& the com(utero&tware mi$ht 'ictate) an' more the thematic &ocu an' conver ationa# o((ortunitie &or

#an$ua$e an' #iterac" wor! that it u e a&&or' % I##u trative tria'ic ca&&o#' are in -o#' withtheir com(onent e,(#icate' in -o,e') -o#'e' te,t

)our second*graders are transitioning fro ta'le*$ork to co !uter*$ork& The% ha#e 'een !re!aring for the co !uter ti e '% re#ie$ing the +nglish al!ha'et and sound*letter

corres!ondence& The% $ork in !airs $ith an a!!lication called Al!ha'et +x!ress( soft$aredesigned for 'eginning readers $hose nati#e language is +nglish& In the follo$ing( the !air of

'o%s( ,oe and Sa ( $ork under -rs& -.s guidance& -rs& -.s stated instructional ai here is toteach listening( s!eaking( #oca'ular%( reading( and !ronunciation si ultaneousl% through talk

and acti#it% around the co !uter screen&

In (ite o& the o&ten :'irecte': &ee# to thi teacher+ ta#!) the e interaction are eminent#"ocia# in nature with chi#'ren &u##" invo#ve' an' re (on ive% The chi#'ren+ care&u# atten'in$

to what $et ai' an' 'one i c#ear#" evi'ent2 their ac<ui ition o& the #an$ua$e that $et u e'an' ca&&o#'e' i #i!ewi e a((arent% Thi i in contra t to the re t o& their 'a" in the

main tream c#a room where there i #itt#e u((ort &or com(rehen ion nor o((ortunit" to(artici(ate% In Mr % M+ c#a #earner active#" (artici(ate in the conver ation -" movin$ thecur or aroun' the creen an' c#ic!in$ the mou e a a &orm o& re (on e whi#e Mr % M mo'e#

an' &orce meanin$ out o& #an$ua$e that i 'irect#" re#ate' to i$ht) action) an' theimme'iate ocia# mi#ieu% Each -it o& ta#! i anchore' to what i een on the creen an' to the

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ocia# (roce o& mani(u#atin$ it an' movin$ &orwar'% She re(ort ) :I am ama/e' at what I)whatever voca-u#ar") whatever activit" I 'o with them) how it cou#' -e rein&orce' o ea i#"

now%:

The &orwar' movement evi'ent in the activit" re<uire co##ective co##a-oration in or'er tonot ta##% What i een) ai') an' 'one to !ee( thin$ movin$ a#on$ i ) there&ore) con i tent#"

re#evant an' a#ient 99 (reci e#" what the #an$ua$e ac<ui ition (roce thrive on% Thechi#'ren moreover en?o" a certain 'e$ree o& contro# over the interaction a the" are the

one ho#'in$ the mou e) contro##in$ the !e"-oar') an' there-" 'irectin$ the action%O((ortunitie &or action are inherent when #earner have (h" ica# 'eci iona# contro# overwhat a((ear an' ha((en on com(uter creen % With the #an$ua$e routine the" #earn in

or'er to (artici(ate ucce &u##" in thi !in' o& coo(erative wor!) moreover) the" aree<ui((e' to acce the aca'emic 'i cour e that ma!e u( the -u#! o& their choo# 'a" a we##

a (artici(ate where the" ma" not have -e&ore%

S!i##e' #an$ua$e teachin$ (ro&e iona# con i tent#" u e what anchor the" have avai#a-#e toe,(#oit the aura#9vi ua#9action inter&ace% Thi t"(e o& ca&&o#'in$ 99 ca&&o#'in$ that i

(articu#ar to econ' #an$ua$e an' #iterac" in tructiona# activit" 99 ha characteri tic thatmar! it a uni<ue &rom the tra'itiona# en e o& the term% Sca&&o#'in$ in the Woo') *runer)

an' Ro .107=8 en e 'e cri-e ver-a# move on the (art o& an in tructor that) whi#einitia##" contro##e' -" her) $ra'ua##" $ui'e re (on i-i#it" over to the #earner% In econ'

#an$ua$e an' #iterac" in truction) ca&&o#'in$ ha a three9&o#' (ur(o e% Lan$ua$e teachernot on#" ca&&o#' #earnin$ in the tra'itiona# en e o& cuein$) u((ortin$) an' u tainin$

thou$ht) -ut em(#o" the a''e' 'imen ion o& tai#orin$ #earner attention to -oth the &orm o&ta#! an' accom(an"in$ vi ua# re&erent to which that #an$ua$e corre (on' in the

imme'iate (h" ica# an' ocia# environment% Such ca#cu#ate' in truction re<uire continua#

u e o& an interna# "##a-u &or each in'ivi'ua# #earner o that ca&&o#' can -e im(#emente'to $ive : u((ort to the e'$e o& a chi#'+ com(etence: .Ga !in et a#%) 1007) (% 8% In the ca eo& chi#'ren who a# o nee' to #earn the #an$ua$e o& choo#) a 'imen ion o& ca&&o#'in$

-ecome the mo'e#in$ o& choo# 'i cour e an' how it en?oin the wa" choo# $et 'one% Acom(o ite ) then) the tria'ic ca&&o#' u e' -" Mr % M re&#ect Gee+ ?u'iciou mi,ture in that.a8 #earner are 'irect#" mentore' into a communit" o& (ractice2 .-8 their #earnin$ i overt#"ca&&o#'e' -" a !i##e' mentor2 an' .c8 #earner + attention i 'e#i-erate#" &ocu e' on :&ruit&u#

(attern : .the En$#i h #an$ua$e the" nee' to #earn8%

ISCUSSION

Whi#e Lem!e .100 8 ee a mono#o$ic) contro##in$ ten'enc" in techno#o$") he (ara'o,ica##"a# o ee techno#o$" a a mean o& -rea!in$ o#' (attern o& ocia# re(ro'uction% ;or) a newtechno#o$ie -ecome more wi'e#" avai#a-#e) the univoca# tran mi ion o& voice throu$h one

teacher) or one choo# a'mini tration wi## -ecome #e u taina-#e% However much the(re ence o& techno#o$" ma" im(#" e<ui#i-rium) the i ue o& tra'itiona# mo'e o& ocia#

re(ro'uction in choo# that a((ear to -e $oin$ on in the e c#a room conver ation mu ta# o -e a''re e'% I& we turn to the -roa'er conte,t o& the e chi#'ren+ #earnin$ an' the

ocia# (e'a$o$ica# im(erative e,(re e' -" the teacher) we can ee that her aim i totren$then her tu'ent + voice an' (artici(ation an' there-" avert what mi$ht otherwi e

en' u( -ein$ an :ESL $hetto: .Ka#' ) 344 8% Her aim are continua##" in&orme' -"imme'iate (ractica# matter o& urviva# &or the e chi#'ren in a conte,t where un'er tan'in$the #an$ua$e o& choo# i ocioaca'emica##" crucia#% Mr % M i con e<uent#" ever watch&u# o&

the tenuou re#ation hi( -etween chi#'ren+ 'eve#o(ment o& choo#9-a e' #an$ua$e an'

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#iterac" an' their 'eve#o(ment o& a theor" o& min' in their econ' #an$ua$e o that the"have #e ri ! o& ?oinin$ the ran! #a-e#e' :#e&t -ehin':> :The e !i' nee' to &ee# #i!e the"

can 'o choo#) that the" can (artici(ate #i!e ever"one e# e% I tr" to he#( them with that) withthe En$#i h the" nee'%:

Some have u$$e te' that havin$ chi#'ren u e com(uter a too# &or #earnin$ increa emotivation in chi#'ren who are #e #i!e#" to -e motivate' -" choo# .*urn ) Gri&&in) 6Snow) 10002 Shar() et a#%) 100 8% Mr % M+ ELL are no e,ce(tion% In'ee') he re(orte'evera# anec'ote where chi#'ren who otherwi e :remove': them e#ve &rom the choo#

communit" -" !ee(in$ their hea' 'own on their 'e ! ) cr"in$) actin$ out) an' -ehavin$ inwa" that revea#e' tron$ 'i connection with choo#) -ecame hi$h#" motivate' an'

animate' when the com(uter wa turne' on%

I -ecame mo t e,cite' when we ha' thi #itt#e -o" ohn @ ohn wa unreacha-#e% He wa ?u t) he wa a &ir t $ra'er) ver" #itt#e -it o& En$#i h% I cou#'n+t $et ohn to co#or% I cou#'n+t$et him to even $et e,cite' a-out u in$ mar!er % Nothin$ turne' ohn on% He ha' hi hea'

'own on the 'e ! mo t o& the 'a" 99 in hi re$u#ar c#a room an' with me% An' I waur(ri e' -" that) -ecau e I ha' other &ir t $ra'er an' we 'i' #ot o& #itt#e &un (ro?ect an'the other i, "ear o#' were ?oinin$ in) -ut not ohn% Then &ina##" we (ut him ne,t to the

com(uter an' We## He at u( I cou#'n+t -e#ieve it% He ha' a mi#e on hi &ace) an' hetarte') I mean hi e"e were -ri$ht An' I thou$ht m" $o' #oo! at thi !i') he wante' to

interact) he wante' to 'o omethin$% That wa a rea# turnin$ (oint% ohn wante' to t"(e hiname) thi i a !i' I cou#'n+t $et a (enci# in hi han') he wa o #ethar$ic) wou#'n+t ho#' a

(enci#% An' here he+ t"(in$ hi name% It wa ama/in$ to me%

Such inci'ent (ara##e# tho e o& E##iot 6 Ha## .10078 who &oun' that e,(#icit mo'e#in$ o& e#&9

re$u#atin$ -ehavior aroun' com(uter ta ! contri-ute' to -etter (er&ormance o& at9ri !(re choo#er % In'ee' the !in' o& on$oin$ ca&&o#'in$ (rovi'e' -" Mr % M an' tho ee,(#icit#" mo'e#e' an' encoura$e' in the E##iot an' Ha## tu'" are <uite imi#ar2 -oth ma!eu e o& the (ecia# &eature o& the com(uter to anchor an' u((ort uch trate$ie % Throu$h

thi !in' o& activit") chi#'ren #earn to re (on' a((ro(riate#" to ora# 'irective an'u$$e tion ) to un'er tan' the #an$ua$e an' ru#e o& turn ta!in$) an' to &o##ow the te( o&

o#vin$ a (ro-#em% In -oth ca e ) the com(uter conte,t erve' to ca(ture an' maintain#earner attention in wa" un#i!e#" to occur o&&#ine% The !in' o& ver-a# routine that areu e' to re$u#ate an' mo'e# re$u#ation) what Wootton .10078 term &orm o& : ucce ive

$ui'ance): con titute the ma?or materia# that initiate chi#'ren into the 'i cour ecommunitie in which) i& the" are to -e ucce &u# in choo#) the" mu t &u##" (artici(ate .Gee)

10048% Techno#o$ie re(re ent (otentia# conte,t where active (artici(ation o& #earner ) incon?unction with carin$ teacher ) can -e orche trate' an' orche trate' we## .Heath) 10042

ohn on) 10012 Me !i##) Mo o() 6 *ate ) 1000) 3444a2 Pa#um-o 6 *ermu'e/) 100 8%

Stu'ie o& #earnin$ with an' aroun' com(uter con i tent#" (oint to a teacher+ (#annin$)orche tration) an' moment9-"9moment u((ort o& #earnin$ a -ein$ critica# to ucce &u#

in tructiona# activit"% Nowhere i thi more the ca e than with non9native En$#i h (ea!in$chi#'ren &rom 'iver e -ac!$roun' &or whom the ocia# norm an' accom(an"in$

'i cour e o& choo# are new an' cha##en$in$% Thi e,(erience' in tructor e,(#oit themachine in her c#a room to timu#ate chi#'ren+ enthu ia m &or #earnin$ whi#e e,(#oitin$

the com(uter + (ecia# #an$ua$e an' #iterac" a&&or'ance in wa" that mo'e#) $ui'e) an'initiate #earner into wa" o& 'oin$ choo#% Mr % M+ ta#! i 'en e with tria'ic ca&&o#' %

Cro re&erencin$ what a((ear on the creen with her comment an' 'irective i

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continua#% On a moment9-"9moment -a i ) we can o- erve her ca(ita#i/in$ on the(h" ica#it" o& the com(uter to orche trate #an$ua$e an' #iterac" #earnin$% She e,(#oit thecom(uter &or it ca(acit" to 'raw an' maintain #earner &ocu ) timu#ate (ro-#em9 o#vin$)

anchor 'i cour e) an' encoura$e #earner9'irecte' ta#! an' action%

CONCLUSION

O&tentime a #ac! o& un'er tan'in$ on the (art o& e'ucator concernin$ En$#i h #an$ua$e#earner (#ace their e'ucation in ?eo(ar'"% A !e" conce(tua# o- tac#e to un'er tan'in$

the e tu'ent + nee' i the &o#! a um(tion that the #an$ua$e an' com(#e,itie o& :'oin$choo#: are inherent#" o-viou % Thi &o#! mo'e# can (e## 'i a ter &or tho e who e

cu#tura# &ami#ia# -ac!$roun' 'o not mirror nor (re(are chi#'ren &or the e com(#e,itie %:The ver-a# a-i#itie that chi#'ren who &ai# in choo# #ac! are not ?u t ome $enera# et o&

uch a-i#itie ) -ut rather (eci&ic ver-a# a-i#itie tie' to (eci&ic choo#9-a e' (ractice an'choo#9-a e' $enre o& ora# an' written #an$ua$e: .Gee) 3441) (% 73 8% In'ee') uch cro 9cu#tura# ituation can -ecome e,acer-ate' when une<ua# (ower re#ation are a# o at wor!.e%$%) chi#'9a'u#t) (arent9teacher2 ee ar'er) 10012 Sch#e((e$re##) 34412 Sco##on 6 Sco##on)

34418% In choo#) tho e in (ower) teacher ) u e ta#! that re&#ect an :im(#icit mo'e# o& #iterate'i cour e: that too o&ten neither con i'er nor accommo'ate #earner who have "et to -e

initiate' into thi (eci&ic $enre o& communication .Ca/'en) 10 ) (% 1 8% econ tructin$ theo-viou i the ESOL (ecia#i t+ &ir t #ine trate$"> Un'erta!in$ care&u# ana#" i o& what

chi#'ren nee' to !now in a $iven conte,t% Her econ' i to orche trate in tructiona# activit"that a((rentice her tu'ent to #earnin$ #an$ua$e that can he#( them navi$ate an'

(artici(ate%

Thi ea one' teacher+ in truction with com(uter an' ELL em(#o" (eci&ic trate$iethat e,(#oit the (h" ica# &eature o& the me'ium to a i t chi#'ren in #earnin$ the #an$ua$ethat wi## he#( them navi$ate the e conte,t % She u e the (u-#ic &eature to anchor #an$ua$ean' attention to #an$ua$e% She ma!e u e o& the un ta-#e &eature to mo'e# (ro-#em o#vin$an' the #an$ua$e throu$h which it can ta!e (#ace) an' the anarchic &eature to encoura$e

#earner vo#ition an' autonom"% ;or Mr % M+ ELL ) the e in tructiona# e<uence are ?u tthe -e$innin$ o& their $ui'e' immer ion into the wor#' o& the co$nitive aca'emic #an$ua$e

the" mu t ma ter to (artici(ate in the main tream) a (roce that ri ! 'erai#in$ i& the&oun'ationa# #an$ua$e o& 'oin$ choo# i not &ir t ma tere' an' u e' to acce in titutiona#tream o& meanin$% At &ir t -#u h) what Mr % M 'oe with her #earner ma" #oo! #i!e ocia#

re(ro'uction o& main tream 'i cour e tructure ) an' in'ee' to ome e,tent it i % However)e<ui((e' with the #an$ua$e that $ain them acce to) an' acce(tance at choo#) the e

chi#'ren ma" -e -etter (oi e' to c#aim their i'entitie an' (artici(ate in the .re8 ha(in$ o&choo# than were the" not o e<ui((e'% A active (artici(ant the" are (o itione' to

con truct their conte,t o& -ein$ an' #earnin$) a (roce that -ene&it &rom inc#u ion ao((o e' to e,c#u ion%

Techno#o$" re(re ent no ma$ic -u##et &or the (ro-#em o& choo#in$% In'ee') em(irica#tu'ie o& (ro$ram o& e,ce##ence &or ELL chi#'ren continue to (oint to e,ce##ent teacher a

the (revai#in$ in&#uence on choo# ucce .*urn ) Gri&&in) 6 Snow) 10008 an' thate,em(#ar" u e o& techno#o$ie with e#ementar" tu'ent are t"(ica##" 'riven -"

con tructivi t mo'e# o& teachin$ an' #earnin$ . *ec!er) 3444 2 *er$) *en/) La #e") 6 Rai ch)100 8% Thi e,amination o& Mr % M+ teachin$ rea&&irm the critica# ro#e o& carin$)

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thou$ht&u# e'ucator in meetin$ the wi'e#" var"in$ nee' o& ever9chan$in$ (o(u#ation o&choo# a$e chi#'ren whi#e i##u tratin$ wa" that com(uter can -e thou$ht&u##" inte$rate'into #an$ua$e an' #iterac" in truction% e#ineate' trate$ie an' routine &or $ivin$ an'

$ui'in$ the voice o& at9ri ! En$#i h Lan$ua$e Learner a the" u e com(uter can erve a a-a i &or &uture em(irica# wor! on com(uter9 u((orte' #earnin$ '"namic a we## a (oint

&or mo'e#in$ an' 'i cu ion in (ro&e iona# 'eve#o(ment in com(uter9a i te' #an$ua$e#earnin$ .CALL8%

NOTES

1%Thi (ro?ect wa u((orte' in (art -" the Nationa# Center on En$#i hLearnin$ an' Achievement .CELA8% The Center i u((orte' -" the U%S%

e(artment o& E'ucation+ O&&ice o& E'ucationa# Re earch an'Im(rovement .Awar' RF4 A=444 8% Partia# u((ort wa a# o (rovi'e' -"The Lan$ua$e A'vocac" Pro?ect) Univer it" at A#-an") a #an$ua$e an'

#iterac" trainin$ (ro?ect &un'e' throu$h the O&&ice &or En$#i h Lan$ua$eAc<ui ition .OELA8) U%S% e(artment o& E'ucation .Awar' T10 A07443 9008% The view e,(re e' herein are tho e o& the author an' 'o notnece ari#" re(re ent the view o& the e(artment% An ear#ier ver ion o& thi(a(er wa (re ente' at the American E'ucationa# Re earch A ociationCon&erence 3441) Seatt#e) WA%

3%The &o##owin$ i &rom Me !i##) Mo o() 6 *ate ) 1000>a% PU*LICNESS> The &eature o& (u-#icne i 'e&ine' a (u-#ic nature o& e#ectronic te,tthat (rom(t ) u((ort ) an' &aci#itate rich 'i cour e on the (art o& #earner an' theirteacher%

-% INSTA*ILITD> E#ectronic te,t are un ta-#e% In&ormation a((ear ) 'i a((ear ) an'chan$e % Re#ationa# tructure o& in&ormation i o&ten invi i-#e% Thi #ac! o& (re'icta-i#it"(rovo!e the !in' o& thin!in$ an' con?ecture re&#ecte' in critica# thin!in$ an' the#iterac" ac<ui ition oriente' 'i cour e that accom(anie it%

c% ANCHORE RE;ERENTS> E#ectronic te,t (rovi'e imme'iate concrete re&erent towhich ta#! can -e anchore'% Thi i mo t &re<uent#" mani&e t in #earner an' teacher(ointin$ with their &in$er or with the cur or .mou e8 to omethin$ on the creen thati##u trate .anchor 8 their ta#! an' thu -oth me he aura# an' vi ua#) an' &orm9meanin$corre (on'ance%

'% ANARCHD> Thi &eature 'irect#" contra t with tra'itiona# #inear hierarchica# &orm o&re(re entation characteri tic o& the (rint me'ium) e (ecia##" choo#9-a e' (rint% Thi&eature i 'e&ine' a #earner e,erci in$ vo#ition an' contro# over the or'er an' 'irection o&their interaction with e#ectronic te,t % Evi'ence i 'i cour e an' action that revea# #earnerinteractin$ with in&ormation in an anarchic