Weblogs in Foreign Language Learning
What is a blog?
_The word
“blogs” is an abbreviation for the word “web-logs” (Dudeney 125). Dudeney and Moser compare blogs to electronic
diaries published on the web (125; 156). A blogger - a person writing a blog –
publishes texts which are usually illustrated by pictures, audio files, etc. Moser
points out that teachers are discussing in recent years in which way blogs can
be used in teaching (156). Dudeney goes one step further arguing that “over
time – and particularly in educational contexts . . . they [the blogs] have
become tools for collaboration, information exchange and reflection, to the
extent that there are now various models of blogging” (125).
I am interested in the use of blogs in school. I am going to present different ways to incorporate blogs in teaching. Fortunately, I can also consider my personal experiences in order to reflect on the suggestions.
I am interested in the use of blogs in school. I am going to present different ways to incorporate blogs in teaching. Fortunately, I can also consider my personal experiences in order to reflect on the suggestions.
How can blogs be used for foreign language teaching?
Class blogs
According to my definition, the word “class blog” denotes two variants of blogging. First, it refers to blogs pupils have to write while taking a specific class. Second, it refers to a class project, i.e. the whole class writes one blog. Both types can be used effectively in foreign language teaching. For instance, in literature classes pupils can be supposed to write a blog instead of a handwritten reading diary which is a common method in schools. Working with new media might be a motivating factor for pupils. In particular, pupils who do not like reading might get interested in dealing with literature that way. However, blogs can not only be used for literary studies, but also for regional and cultural studies. For instance, pupils can write their own blog about one of the American states or a whole class can write a blog which presents their trip to London. In my opinion, even younger pupils having a lower language level can write a blog. Blogs of younger pupils can be designed like a digital scrapbook, i.e. they can use pictures, drawings, and short paragraphs of texts. As the internet allows to communicate with people all over the world, it would be really appreciable if students could communicate with native speakers. For instance, a blog can be written in order to prepare an exchange program. Here you can find an example of a blog by primary classes from different continents and countries. The pupils use the blog to talk each other about their experiences, stories, and lives. Such a project can also considerably contribute to intercultural learning.
This is a screenshot of the blog Our World, Our Stories. Primary Students Connecting and Sharing (22 Dec. 2011).
Teacher blogs
Blogs can also be written by teachers for different purposes. Ms. Tiedemann, an art teacher at Brunswick Acres School, writes a teacher blog. She proposes her pupils to contact her via her blog and she also presents the work of her pupils. Such an online exposition is probably really motivating for the pupils as their work is appreciated that way. Ms. Tiedemann also provides useful links for her pupils.
The German teacher Norbert Tholen proposes a different way to use blogs in teaching. In his article “Weblogs im (Deutsch-)Unterricht - ganz praktisch“ he points out that it can be useful to provide learning material and learning aids. This proposal is illustrated by his own blog:
Student blogs
Teachers can also propose pupils to write their individual blogs voluntarily. In my opinion, it could be a good idea to advise A-level students to write blogs for preparing their exams. For instance, students taking a “Leistungskurs” in English are supposed to know facts and figures about specific topics like the American Dream or the American melting pot. It might be helpful to summarize the most important facts by writing a blog. That way, preparing for an examination is not only hard work, but they might also enjoy doing it. Furthermore, fellow students can use the contact form in order to comment on the work. Such a project can also be used in the way Moser suggests. He points out that blogs can form a blog system (159). That way, A-Level students can benefit from the advantages of collaborative learning.
Students can also be encouraged to write blogs in so-called “AGs” – a course which they take voluntarily. For example, a group of pupils can regularly write a blog as a kind of school newspaper in a digital format. They could inform their fellow students about recent events in school and they could write about music they listen to, about films they would recommend and so on. A similar project is run by the librarian Mrs. Julie Hembree in Washington. She has initiated the library blog “Bulldog Readers Blog” trying to reach the aim of “linking kids to books & Web 2.0 tools”, as it is indicated on the website. For example, pupils can publish book reviews.
Students can also be encouraged to write blogs in so-called “AGs” – a course which they take voluntarily. For example, a group of pupils can regularly write a blog as a kind of school newspaper in a digital format. They could inform their fellow students about recent events in school and they could write about music they listen to, about films they would recommend and so on. A similar project is run by the librarian Mrs. Julie Hembree in Washington. She has initiated the library blog “Bulldog Readers Blog” trying to reach the aim of “linking kids to books & Web 2.0 tools”, as it is indicated on the website. For example, pupils can publish book reviews.
What are disadvantages?
Before summarizing the advantages of writing blogs, I will mention some disadvantages of using blogs. Writing a blog might not be possible for all pupils as some might not have access to the internet at home. For this reason, technical equipment should be at the pupils’ disposal in school. Another danger of writing blogs refers to internet safety. Pupils should be able to use the internet adequately. In particular, they should be informed about data protection and copyright.
What are advantages?
Nevertheless, I am convinced that writing a blog is also a possibility of increasing the pupils’ media competence since they are obliged to learn how to deal with new media in a responsible and critical way. Personally, I acquired new skills while working with the e-portfolio. I got to know how to create a website, how to incorporate pictures, mind maps, and videos. I appreciated another crucial advantage of working with an e-portfolio. In my opinion, this form of assignment should be preferred since it supports the learning process continuously. That way, teachers can avoid that pupils only learn before exams merely relying on their short term memory. For this reason, writing a blog in form of an e-portfolio - a collection of works - is an appropriate way to support the learning process. Moreover, blogs allow pupils to be creative. For instance, they can use their creativity in order to visualize the content they present. Pupils can also be allowed to work individually. Choosing optional tasks can be one way to support the learner’s autonomy in order to enable him or her to control his or her learning process. All these aspects might help to motivate students.
From my point of view, the advantages far outweigh the disadvantages. Blogs can be used effectively for foreign language teaching.
From my point of view, the advantages far outweigh the disadvantages. Blogs can be used effectively for foreign language teaching.
Bibiography
Dudeney, Gavin. The Internet and the Language Classroom. 2nd edition. Cambridge UP 2007. Print.
Hembree, Julie (ed.). Bulldog Readers Blog. WPMU DEV-The WordPress Experts. Web. 18 Dec. 2011. URL: http://bellbulldogreaders.edublogs.org/.
Moser, Heinz. Einführung in die Netzdidaktik. Lehren und Lernen in der Wissensgesellschaft. Baltmannsweiler: Schneider Verlag Hohengehren 2008. Print.
Our World, Our Stories. Primary Students Connecting and Sharing. Our World, Our Stories. WPMU DEV-The WordPress Experts. 2011. Web. 18 Dec. 2011. URL: http://ourworldourstories.edublogs.org/.
Tholen, Norbert. noberto42.kulando. Web. 18 Dec. 2011. URL: http://norberto42.kulando.de/.
Tholen, Norbert. „Weblogs im (Deutsch-)Unterricht - ganz praktisch.“ lehrer-online. 18 Jan. 2006. Web. 18 Dec. 2011. URL: http://www.lehrer-online.de/weblog-deutsch.php.
Tiedemann, Suzanne. Brunswick Acres Art. Weebly.Web. 18 Dec. 2011.URL: http://baart.weebly.com/index.html.
Hembree, Julie (ed.). Bulldog Readers Blog. WPMU DEV-The WordPress Experts. Web. 18 Dec. 2011. URL: http://bellbulldogreaders.edublogs.org/.
Moser, Heinz. Einführung in die Netzdidaktik. Lehren und Lernen in der Wissensgesellschaft. Baltmannsweiler: Schneider Verlag Hohengehren 2008. Print.
Our World, Our Stories. Primary Students Connecting and Sharing. Our World, Our Stories. WPMU DEV-The WordPress Experts. 2011. Web. 18 Dec. 2011. URL: http://ourworldourstories.edublogs.org/.
Tholen, Norbert. noberto42.kulando. Web. 18 Dec. 2011. URL: http://norberto42.kulando.de/.
Tholen, Norbert. „Weblogs im (Deutsch-)Unterricht - ganz praktisch.“ lehrer-online. 18 Jan. 2006. Web. 18 Dec. 2011. URL: http://www.lehrer-online.de/weblog-deutsch.php.
Tiedemann, Suzanne. Brunswick Acres Art. Weebly.Web. 18 Dec. 2011.URL: http://baart.weebly.com/index.html.