The transition from online to class-based education is quickly becoming an inevitable one, and now librarians are falling in line with the shift.
What Is Central To Language Learning In Both Online And Classroom-based Environm
Most children prefer to learn in a familiar, familiar language. So why does the online world seem so foreign to their families? Online providers and educators alike have identified language learning in many digital platforms as a principal challenge in relation to teaching children and the end goal of assisting them to become independent bilingual speakers. Bilingual Education and Learning for Children in the 21st Century, a resource originating from the International Language Acquisition Center has identified language acquisition as one of the most significant challenges in educational English-speaking countries, particularly in their “home-native language” Philippines. Research by one member of this organization, Andres Diaz-Santaros, shows that over 66 percent of children in this age group don’t speak the second language with a teacher after years of instruction in their home-native language. And speaking a “second” language naturally helps children learn English more efficiently and fluently.
In light of this, and other findings, a pair of writers has proposed two interrelated but not mutually exclusive approaches to ensure that children use English in an accessible and comfortable way:
1. Cyberbase Your Roots: Teaching Children To Learn English Online in an Afterschool Environment
2. Instruction for Teachers: Make Your Video Resources Effective – and Accessible – for Kids and Parents
These two approaches seek to ensure the safety of your children while simultaneously providing them with a more dynamic, personalized, fun, stimulating, and relatable experience. A couple of resources that may be a part of this?
Download a four-minute video for use in an afterschool educational environment to help teach elementary students in your community about how to use their online research tools to make a better case for something that was important to them, but never said – their place at the table.
Before you can expect students to open up in an effective way, you’ll want to build up the cache of information on the person before you start.
Give your children an online sandbox in which they can explore how to build a web page, use search engines, apply filters and specific terms, write, blog, upload and manage slideshows, and create multimedia elements like video animations and web galleries – and keep them moving around while doing so.
Sandra Omand’s and Jill Seavey’s new book, Simplicity Can Lead To Surprises in Living and Working with Kindness, manages to incorporate both these ideas, when adapted for a separate purpose.
Reading Time: A Memoir Of Life As A Child Learner
Tori Morris and her father, Frank, have written a memoir that is both illuminating and touching. Looking back, few can speak for so many parents as Tori Morris. As a young, child-bearing adolescent, Morris ran with the wrong crowd and then lost her foot and leg, broke her back, struggled with ADHD, and eventually fell in love with and married a wonderful man. Here is what she wrote about her early experience as a child learner, and how she has stayed that way:
We had lived in Boston, Chicago, and other places in the United States and then moved to southeast Asia. The best part of our early life was the time my parents gave me. From the time I could learn sign language at age 3, they got me out of the city, getting me to different places and learning how to speak my own language, at a younger age than my parents had taught them. They were deaf and had never learnt sign language. For their entire lives, they had gone anywhere they needed to go to be together. For six months, I would see them everywhere. They used the time to teach me how to do a lot of things.
Of course, her note that her family “had lived in Boston, Chicago, and other places in the United States” makes the book come alive. Early on, the exuberance of her parents’ independence and their own groundbreaking childhoods is as palpable as the impending violence that haunted Morris through adolescence and about which, as a teenager, she would later write:
Partly what I imagined when I was running around the neighborhood was that I was living in the future. My father and I ran through the streets on bikes and we climbed trees and were scared that if someone hurt us we would be ashamed. Perhaps, it was because my parents had done things that other parents felt uncomfortable doing that I asked so many questions about war and liberty and the march of history. I wanted to know if they would give the same reason that my Dad gave me when he asked me what my dream was. I wanted to know if my father and I would make it. He came to me and said, ”If I can make it out of this mess, you can make it out of this mess too.”
This post is part of a series produced by The Huffington Post in conjunction with Language Affiliates, a new online open course in both the difficult and the