How can the two fields of English as a foreign language, further referred to as EFL, and the usage of Digital Technologies (DT) in school be possibly combined and why should there be a correlation between learning English and using DT? In the following term paper, this question will be investigated carefully. After that, there will also be an example of a concrete lesson in the EFL classroom using DT and in the end there will be a reflection of this seminar.
The KIM study 2018 shows that out of 1.231 participants in the age of 6 to 13, 98% have access to the internet and 97% of them own a smartphone. This means, that nearly everybody is in daily contact with Digital Media, even children in primary school. First of all, there needs to be a differentiation between Digital Media and Digital Technology. The term Digital Media includes created products and the digital tools which were used to produce them, while it also includes the transport of information. Digital Technologies is a more generic term which includes everything covered by Digital Media. Therefore, Digital Technologies are composed by digital devices like tablets, computers or smartphones as well as digital resources, which provide information of any kind in a digital format. That is why in the following it will only be referred to the term of Digital Technologies and not Digital Media.
Just like Digital Technologies, in the following described as DT, the English language plays an important role in many people's lives as well. English is not only the language spoken by the most people all over the world but also the one which is geographically distributed most widely. In most of these countries, English is the official language, while in other countries it is used for educational or business purposes. Because of its importance, it is crucial for young students to learn English as a foreign language in school. Before reaching the age of 10, a time frame which is called “window of opportunity” emerges, in which children tend to be most receptive regarding language learning. Through English lessons in primary school, the school system uses this opportunity. According to Maras and Ametsbichler the English lessons should follow a competence orientation, which means that it should provide many opportunities to foster competencies like listening, speaking, reading, writing, speech acting, method related competencies as well as intercultural competencies.
Table of Contents
1. Discussion of Digital Technologies in the EFL classroom
1.1 The Importance of English and Digital Technologies
1.2 Digital Technologies in Schools
1.3 Strengths and Weaknesses of Digital Technologies
1.3.1 Learning Environments for Learners with Special Educational Needs
1.3.2 Content of Lessons
1.3.3 Grammar and Vocabulary
1.3.4 Feedback
1.3.5 Spoken and Written Communication
1.3.6 Ethical Aspects
1.3.7 Weaknesses
1.3.8 Conclusion
2. Using Digital Tools in the EFL classroom
3. Works Cited
Objectives and Topics
The academic paper investigates the integration of digital technologies in the primary school English as a Foreign Language (EFL) classroom, aiming to analyze how these tools can support language acquisition while identifying associated opportunities and challenges for both teachers and learners.
- The differentiation between digital media and digital technologies in an educational context.
- The potential of digital tools to foster specific language competencies such as listening, speaking, reading, and writing.
- The impact of digital technologies on inclusive education and learners with special educational needs.
- Critical examination of the practical hurdles, including equipment scarcity, ethical considerations, and required teacher proficiency.
Excerpt from the Book
1.3.1 Learning Environments for Learners with Special Educational Needs
As Bär mentions, DT can innovate the school system by creating authentic learning environments and focusing on tasks (14). A learning environment is the setting in class where learners gain access to the target language which is only possible via teachers, materials and media (Bechtel 27). This access enables autonomous knowledge acquisition and specified practice, for example by using a learning software (Bechtel 27). A concrete establishment of a learning environment can be found in an inclusive setting. Blume and Würffel state that DT can be used in many different ways to provide various purposes for learners with special educational needs, who will be referred to as SEN in the following (11). In general, assistive technology is sometimes the only way to enable individuals with SEN to participate in class, but there are also many specific technologies which enable individualized learning adapted to the particular needs of the different students (Blume and Würffel 12). Certain programs are able to give the learners direct feedback on an impersonal level, which is very beneficial for learners with autism, who tend to have problems with personal contact (Blume and Würffel 13). The multiple sensory inputs of some forms of media can foster the students' motivation, while computer-mediated communication can limit the processing channels of the medium and therefore becomes less overwhelming (Blume and Würffel 14). DT is also able to transfer content from one modality to another therefore it is able to adapt to the students' needs (Blume and Würffel 14). If one student is deaf and thus cannot participate in listening tasks, DT can portray the listening task in a way the deaf student can cooperate with, for example in a text or in pictures. In addition, the internet enables online anonymity, for example while publishing content or chatting with others, so that it dismantles the barriers between SEN and non-SEN learners (Blume and Würffel 15).
Summary of Chapters
1. Discussion of Digital Technologies in the EFL classroom: This chapter provides the theoretical foundation by defining digital technologies and examining their relevance, strengths, and specific pedagogical challenges in primary education.
2. Using Digital Tools in the EFL classroom: This chapter offers a practical application scenario, demonstrating how the app 'puppet pals' can be utilized in a fourth-grade classroom to support storytelling and job-related vocabulary.
3. Works Cited: This section lists all academic sources and references used throughout the paper to support the arguments regarding digital integration.
Keywords
Digital Technologies, EFL, Primary School, Language Learning, Special Educational Needs, Assistive Technology, Inclusive Education, Teacher Competence, Digital Media, Language Acquisition, Pedagogical Concepts, Classroom Integration.
Frequently Asked Questions
What is the core focus of this academic paper?
The paper explores the role and implementation of digital technologies within the primary school English as a Foreign Language (EFL) classroom.
What are the primary themes discussed?
Key themes include the distinction between digital media and technologies, the support of students with special educational needs (SEN), and the practical, ethical, and skill-based challenges of digital integration.
What is the main research objective?
The objective is to investigate the correlation between learning English and using digital tools, specifically examining how to combine them effectively in the classroom.
Which scientific methods are employed?
The author uses a literature-based analysis of current studies (e.g., KIM study, Bär, Bechtel) combined with a practical pedagogical lesson plan design.
What is covered in the main body of the text?
The main body covers the theoretical benefits for various language skills, inclusive learning environments, ethical concerns regarding data and privacy, and the practical obstacles such as equipment costs and teacher training.
Which keywords best characterize this work?
The work is characterized by terms such as Digital Technologies, EFL, Inclusive Education, and Pedagogical Innovation.
How does the author propose using 'puppet pals' in class?
The author suggests using the app as a tool for students to design storyboards and record digital stories, thereby practicing job-related vocabulary and sentence structures in a 90-minute session.
What are the identified ethical risks of using digital tools in schools?
Primary risks include data privacy concerns (such as publishing children's faces online), the need for parental consent, and the potential for social exclusion or bullying related to the 'bring-your-own-device' approach.
- Quote paper
- Hannah Wörner (Author), 2020, Digital Technologies in the English as a Foreign Language (EFL) Classroom, Munich, GRIN Verlag, https://www.grin.com/document/984856
