Why+use+Web+2.0+Tools+with+ELLs?

__**The Issue**__

According to educational researcher Jim Cummins (1979), English language learners acquire basic interpersonal communicative skills (BICS)—also known as social language—within the first two years of exposure to English. This is the language of personal conversations, expressing opinions, requests for information, and expressions of need. However, it takes between five and seven years to develop their cognitive academic language proficiency (CALP)—also known as academic language. CALP is the language of textbooks, class lectures, essays, and educational videos. It is the language that students need to succeed in their academic life in an English language medium school (Cummins, 1979).


 * __General Benefits of Web 2.0__**

Web 2.0 can provide students with extra opportunities to do meaningful language-learning tasks from the comforts of their own homes or local libraries. On a receptive level, they can sign on to a podcast for extra listening practice or view an instructive video on YouTube. However, Web 2.0 tools work best when students are asked to develop, create, and share their work online. It is in this way that they are active learners, negotiating meaning and creating media for a worldwide audience. For example, students can “meet” virtually with classmates via the Web and work on collaborative projects on a wiki. They can also create blog entries, videos, or comment on a classmate’s work—all after the school building has closed down for the day.


 * __Benefits for Early ELLs__**

For beginning English language learners in particular, Web-based platforms can also provide a safer, more anonymous space in which to practice English. Beginners can be reticent and uncomfortable speaking in class, sharing their writing with peers in a face-to-face situation, or presenting work to large groups. Part of the reluctance comes from insecurity and fear of making errors and often coincides with the “silent period” in which students are taking in the new language but not yet ready to start producing it on their own. Web 2.0 tools are particularly helpful during these early stages of acquisition as they allow ELLs to be in control by giving them the opportunity to produce work in a controlled setting. If they are creating videos or audio files, they can practice, record, and rerecord until they are satisfied with their work. If using a wiki, they can co-create work with the help of a stronger peer in a comfortable, nonthreatening online environment. Virtual worlds like Teen Second Life offer students an anonymous place in which to meet others, have conversations, and make mistakes—without need to do so in person. Web 2.0 tools are forgiving of errors and provide students with ways to save face as they practice their new language in cyberspace.


 * __ARTICLE LINK__**