The one who conquers the alphabet, rules the world!

The title sounds more fitting for a fairy tale of some sorts, but it was either that or the 'Pen is mightier than the sword'...either way, both seem to be pretty cheesy, so let me just start with a quote and try to regain some credibility.

"Why is the alphabet in that order? Is it because of that song? The guy who wrote that song, wrote everything!" ~ Stephen Wright ~

Okay, on second thoughts, I might have just lost the last bit of the credibility I had left...or did I? However, before I go off on a philosophical journey about the interpretation of the quote, let me rather stick to writing this week's entry.... a focused one. I noticed that my previous blogs are really long, so the mission for this week is to keep it (the actual information, not this introduction), to two or three paragraphs max. A very difficult task for me, but nonetheless, here goes:

Before I get to my thought about technology and the language classroom, I would just like to make use of this opportunity to extend a sincere thank you to the creators and uploaders of YouTube. You have made my teaching for the past couple of weeks an easier task, well at least to the extent of finding some authentic materials)....Thank you!

Okay, two weeks or so ago in class, we briefly discussed the use of a digital alphabet book in the reading and writing classroom, for example using powerpoint to create one. I have to admit that at first I just smiled at the use of said project in more advanced or higher grade classes, but the more I thought about it, the more sense it made. And now I am just amazed at why I have not been exposed to this in all my years of being a learner (apart from grade R, or kindergarten as it is known in this part of the world). Anyway, side tracking again (perhaps this is why my posts seem to go on forever?), in academic reading and writing courses aimed at students that need to complete a bridging year before entering mainstream courses or otherwise known as intensive English programs, where students are prepared to develop skills that will enable them to cope with the academic reading and writing demands of college, students often feel that the texts they read or the assignments they have to complete are far removed from that which they actually want to learn about, i.e., their major. Some universities are able to group the students in classes according to their proposed major, and although there are advantages and disadvantages to this approach (which is beyond the scope of this blog), students often feel demotivated and detached from achieving their dreams of being an engineer, psychologist or scientist for example. They tend to feel that the things they learn are far removed from what they would have learned had they been enrolled in the mainstream courses.

It thus made sense that to assign a project such as a digital alphabet book to students (where they either draw a letter or complete the activity for all 26 letters) and find concepts, definitions and terms associated with their field of interest, have several benefits connected to it. Not only will students have an advantage of knowing some foundation-laying terms and definitions when they enter the mainstream course, they will also feel that at least in some part they are starting their journey to becoming the doctor, astronaut, teacher that they want to be. And in addition, while students are expanding their vocabulary, subject knowledge and researching skills, they are also actively reading and writing. And if this were to be a class project, seeing and sharing in the pride of the end product, not only creates a sense of community (which is good in creating a positive learning environment), but it also allows learners to collaboratively build knowledge, learning from each other. I like it! And cannot wait to use it!

One last note, perhaps presenting students with activities such as these are not only intended to develop the literacy skills, but also somehow touch the deeper levels of motivation, character, attitude, perseverance, loyalty, etc. However, could it be that I am way too optimistic and that most language activities are really primarily intended to develop language skills. Could you envision that activities such as these hold deeper meaning for students, or am I unrealistic in my expectations. I am really curious to hear what others might think regarding tasks not only teaching the language skill, but building character, realizing dreams, etc.

Three paragraphs, not too bad right? (referring to the actual discussion and not just my thought on life and everything else---thought I'd just clarify).