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Applying blogs to a language learning context
Tríona HouriganInstitute for the Study of Knowledge in Society
University of Limerick
AULC Conference 2009
Introduction
Blogs: Background and Definition
Blogs and Foreign Language Learning
Integration: Examples of Single-authored Reflective Blogs
Concluding Remarks
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Blogs: Background and Definition
Website ‘consisting of dated entries typically listed in reverse chronological order on a single page’ (Kolari et al., 2006:92).
Wide variety of forms: free flowing; notebooks of ideas; platforms for presenting alternative viewpoints; diary entries; links to the unclassifiable (Blood, 2000)
Global phenomenon: textual; audio; video formats Also exploited by advertisers; media; politicians
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Web 2.0 tools :- blogs; wikis; video/photo sharing sites; social
networking platforms
Impact:-communication -creativity -personalisation-secure file sharing -collaboration
Blogs: Background and Definition
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Generic Features
Blogger.com- free; easy to use interface; customise template;- add photos; videos; mobile posting; - applications/gadgets for example ‘ilike gadget’Development of community: feedback from
other users; group/team blogging; Multilingual: available in 41 languages
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Blogs: Advantages for the L2 classroom
Quite easy to set up The software is readily accessible and free of charge Blog hosting sites are multilingual Content is instantly publishable on the web Interaction and commentary from the teacher and fellow class
members are facilitated by the ‘comment’ function Learners can develop a wide range of generic transferable
skills Target language (“authentic”) blogs exist which may provide
content for discourse analysis (Murray and Hourigan 2008)
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L2 blogosphere: Useful reference guide for learners
Google Blogs Search Engine: multilingual
Access to authentic examples of blogs written by native speakers
Need for learners to develop blog content assessment skills
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Considerations for task design
Embrace the flexibility of this toolChoose suitable blog format: nominate specific
skills (written/aural) which match appropriate type of blog (textual/audio visual)
Define type of blog task required, for example group-based blog or an individualistic reflective blog
Define nature of the task itself, for example reflective learning
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Examples of potential L2 blog tasks(adapted from Murray and Hourigan 2008)
Group blogs Collective
dissemination of knowledge
Peer discussion Collaborative
processing and application of data
Single publication: plurality of authors
Single-authored blogs Author’s individual
voice Creativity Reflective Vanity publishing factor Potential collaboration
between student and teacher
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Student Profile
Second year MFL students
Language and Technology module
Aim: to introduce students to the major pedagogical, professional and research applications of technology in modern languages and to enable students to integrate these into their studies
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Reflective Language Learning Task
Blog on language learning activities only over the course of the semester
Freedom to blog in L1 or L2 Possibility to collaborate if desired Submit end of semester essay: analysis of this
personalised task Aim: to guide learners with regard to personalising
their language learning experience Worth 20% of the overall mark
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Comments from essays
Blogging was a struggle, a task, one that did not come easy and was being carried out because the work schedule required it and because it kept me focused on the job at hand.
Writing a blog on this topic allowed me to reflect on how I could use Skype for language learning, and also in what ways could I consider it suitable to my personal LL methods and preferences.
I began to read blogs on various topics in order to broaden my experience and learn more about blogging and its relevance in other areas as well as the variety of styles and structures being utilized which helped
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After reading back through my blog entries I found the results did not entirely adhere to my aims
For some reason unknown to me I prefer putting pen to paper and letting the ideas and thoughts flow onto the blank canvas
I personally am not one for deep introspection; I feel I know myself well enough by now.
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Concluding Remarks
Blogging is a viable L2 activity Rich blogosphere: useful if exploited appropriately Moving from the generic to the specific Choice of appropriate task is key Establish an appropriate assessment framework- L2/L1?- Content: reflective; group discussion- Acceptable level of blog postings?- ICT skill development
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