Should we teach e-English?

In a world where the Internet and Social Networks have become an essential part of our lives, language has also been involved in that lifestyle. As teachers we constantly find in our students’ writing that they are using informal language often used while chatting. We cannot deny language has changed, but is it OK to teach that Internet English?

The environment of exploiting computer technology includes more than one equipment and knowledge, as EFL teachers, we can decide to do so for a number of reasons. First of ll, having our students use English in a context they are familiar with would really them personalize and internalize new language that we decide to introduce in our classrooms. The new grammar and vocabulary items would thus be presented in an attractive way.

Our students are used to reading and writing English while surfing the Internet, yet they seem to have problems to come up with correct sentences or texts in our classrooms. Maybe this is due to the fact that the classrooms tasks are not as appealing as the functions they perform socially on the Web. We teachers can change this by creating activities in the classroom that draw in their best of our students’ technological skills. As Gordon and Baber (2005) point out, using technology to teach English can be “intrinsically motivating and fun.” For instance, we could have our students create an album on their personal web page (i.e. Facebook) on which they talk about heir life experiences through photos and short sentences using Present Perfect (i.g. I’ve been to Disneyland twice).

More insight into CALL approaches can be provided by examining the interactional relationship between student and computer. On this basis, three fundamental categories of language-learning programs can be distinguished: instructional, collaborative, and facilitative (Wyatt, 16, cited in Flint Smith 1994, pg. 88). The strength of instructional CALL software include a high degree of student involvement and activity, student self-pacing, practice materials appropriate in quantity and challenge to each student’s level, and other aspects of individualization. In general these benefits can only be realized if each student works at a separate computer (Flint Smith 1994, pg. 90).

Derived from the mentioned comments Flint Smith (1994, pg. 46) proposed the following questions: what do the new media bring to the class? A first reaction to the capabilities of all designed CALL materials is that they can do everything: interactions are lively, there is sound, color, movement; help is available when is needed; there is instant correction. The second reaction is to make plans to add the material to the curriculum. The third is to wonder to what extent the materials might someday replace the teacher.

Technology also gives us the opportunity to deal with different types of learners, including those with additional needs. This means weak students who need more time than others, students with some disabilities and of course, gifted students. Technology allows us to have them all at the same time working in what each one needs. While some could be working in vocabulary or grammar exercises, others could be practicing pronunciation and listening. The strongest students could be exploring the Web, creating blogs, etc. However, we must let our students know that Internet vocabulary is for this means, Internet; and that there are other situations in life where they must use more formal English without any reductions or abbreviations.

BY GROUP 8:

Ma. Guadalupe Carpio Aguilar

Graciela Pimentel Singh

Enrique Sánchez Guzmán.

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Bibliography:

David Gordon Smith, Eric Baber (2005) “Teaching English with Information Technology.

Modern English Publishing. London.

Flint Smith Wn. (1994) “Modern Media in Foreign Language Education, Theory and Implementation”.

Published by National Textbook Company in conjunction with the American Council on the Teaching of Foreign Language.

Karen S. Irvens (2003) “A Teacher’s Guide toUsing Technology in the Classroom”.

Libraries Unlimited member of Greenwood Publishing Group, Inc. United States of America.