Integration for ESL Success: TESOL Standards, Multiple Intelligences and Technology
Ines Marquez-Chisholm, Carol Beckett, Arizona State University West, United States
Society for Information Technology & Teacher Education International Conference, in Nashville, Tennessee, USA ISBN 978-1-880094-44-0 Publisher: Association for the Advancement of Computing in Education (AACE), Chesapeake, VA
English language learners need an education that builds upon their strengths and acknowledges their differences while developing their English language proficiency. In addition, they need opportunities to develop computer literacy and the information technology skills that will prepare them for the increasingly technological job market. By 2006, half of all jobs will be in information technology or will require information technology skills (Carvin, 2000). In order to provide English language learners with the opportunity for a viable economic future, we must prepare them to become technologically competent. Many ELLs are from homes where the income level is at or below the poverty line. There is a 50 percent gap in computer ownership between households earning $14,000 or less and those earning $50,000 or more (Nickell, 2001). Hence many ELLs have no home access to computer technology and schools are their gateway to computer access and computer competency. The TESOL standard for Pre-K-12 ESL students are a set of guidelines that help teachers address the developmental English language needs of ESL learners. By joining together the standards for English acquisition with content, teachers make it possible for ELLs to benefit from and achieve the standards for academic subjects while developing their English language skills. Research suggests that the integration of technology can improve academic achievement, promote English and native language proficiency, augment positive self-concept, enhance motivation, stimulate positive attitudes towards learning, and foster higher level thinking. Information technologies provide varied entry points to learning that match the learner's cognitive strengths, multiple intelligences and language proficiency. Teachers incorporating MI theory for ELL instruction help support the rich diversity of cultures and languages in the classroom, provide a framework that enhances teaching and help students develop all of their intelligences. The combination of information technologies with MI theory enriches ELLs' learning experiences and encourages them to want to learn. The integration of TESOL standards with MI theory and information technologies provides a structured, intentional teaching approach to the development of second language proficiency across the curriculum. The presenters address how the integration of technology, TESOL's standards for Pre-K-12 students, and the theory of Multiple Intelligences can support learning differences and develop English language skills across the curriculum. They will share examples of technology applications that support ESL teaching with multiple intelligences. Presenters will also discuss the challenges in the implementation of this approach to teaching and learning. Handouts showing the integration of the three components will be provided. References Carvin, A. (2000, May 19). Beyond access: Understanding the digital divide. Keynote Address. NYU Third Act Conference. [On-line]. Available: http://www.benton.org/Divide/thirdact/speech/speech.html. Nichell, J. (2001). The digital divide. [On-line]. Available; wysiwyg://86/http://www.wired.com/news/politics/O,1283,14069,00.html.
Marquez-Chisholm, I. & Beckett, C. (2002). Integration for ESL Success: TESOL Standards, Multiple Intelligences and Technology. In D. Willis, J. Price & N. Davis (Eds.), Proceedings of SITE 2002--Society for Information Technology & Teacher Education International Conference (pp. 601-605). Nashville, Tennessee, USA: Association for the Advancement of Computing in Education (AACE).