I have just read an article, WebQuests for English-Language Learners: Essential Elements for design by Amanda Sox & Eliane Rubenstein-Ávila, in JAAL. The authors make a strong case for using this strategy because it “simulate[s] real-world situations, requiring students to take on particular roles, design a blueprint, persuade others of a particular point of view, or come to consensus to develop a policy, mission statement or sales pitch” (p. 39). This particular activity meets the suggestion of one of the alternative pedagogical techniques of sheltered-English-group collaboration. WebQuests require not only reading, but writing as well. For example, as a finished product a group could compile a list, either of the information learned or perhaps the benefit of the exercise or a critical analysis of the WebQuest itself.
The authors suggest that teachers should carefully select WebQuests appropriate for ELLs, ones that include explicit instructions and strong visuals. Also, an aural componenet can render the activity more comprehensible. “WebQuests are to be viewed as a resource for developing students’ technological, content area literacy and English-language competencies” (p. 39). Sox and Rubenstein-Ávila designed a rubric for determining the effectiveness of WebQuests located on p. 42 if you ever need it.
In a nutshell, besides those already mentioned, they suggest looking for all that you would find in a sheltered-English approach, short sentences, simple commands, no colloquialisms, and perhaps support in L1. Visuals, such as graphic organizers and illustrations should complement the involved websites. Specific content vocabulary should be highlighted. What I have learned in studying reading (sorry) and ELLs is that an extensive vocabulary (instinctively we know this) aids in reading comprehension. Not so obviously, this larger vocabulary might be used in written expression. The only criticism that I have of this article is that they don’t give detailed ideas for assessments for the activity nor rubrics for those assessments. One idea for a “non-traditional” assessment might be a checklist of learned skills.
Click here for general and specific information on WebQuests
Webquests - that's a pretty good idea. You have to consider what I expect would be the high motivational aspects of it as well, especially for K-12 ELL students. It's an activity that involves problem solving, language skills (listening and speaking), collaboration, computer literacy, reading, writing, authentic tasks...the list goes on. I love it!
ReplyDelete