Article #2
In addition to language barriers, second language learners must also deal with cultural barriers. Far too many second language educators take this fact for granted. There are more than five million students in U.S. schools for whom English is their second language and “their instructional needs are multiple and complex (Meskill 47). However, second language learners are often treated like mainstream students, instead of at risk learners. In this study of computer-supported classroom learning “specific forms of instructional conversation employed by a veteran second language teacher are examined” (Meskill 46). The teacher uses the computer to capture, motivate, and anchor learner attention around the computer. This article seeks to examine the role that the teacher, student, and computer play in second language education. The activities that are used on the computer coupled with the use of language are called triadic scaffolds.
According to Carla Meskill, triadic scaffolds consists of teaching strategies, the role of the computer, and what is accomplished by students and their teacher within this teaching learning context. Coupled with common pedagogical strategies such as modeling, echoing, and recasting the computer contributes to the “thematic focus and conversational opportunities for language and literacy work” (Meskill 50). Meskill states that the findings in this particular case suggest the target language interactions that occur between the students and their teacher while using computers may be more important, than the actual software-based language learning resources they are using.
This article examines how the lack of sensitivity on the educators part, in regards to cultural differences, places the second language learners education in jeopardy. Second language learners are faced with many obstacles when they enter “mainstream” educational system. This thinking can pose a great threat to the language learners success. So, what needs to be done is for the language educators to practice including the cultural/familial backgrounds of the second language into the instructional plan. This study attempts to “present particular patterns of instructional discourse that are about bridging the gaps between the computer and literacy activities “in ways that make good pedogogical sense”(Meskill 46). Unfortunately, the items that could place the second language learner in jeopardy are not “considered nor is the second language learner accommodated because they have yet to be initiated in to this specific genre of communication” (Meskill 55). This study also facilitated instructional activities that introduced students to learning a second language that would allow them to “navigate and participate” in “mainstream education”(Meskill 55).
The instructional activity orchestrated by the language teacher in this particular study illustrates what potential technology can play in the second language classroom. I believe that modeling in second language classroom is detrimental to at risk learners regardless of grade level. This study “found that explicit modeling of self-regulating behaviors around computer tasks contributed to better performance” (Meskill 55). The scaffolding used in this study was beneficial to the students because it helped them understand the context, to following rules, and help them following instructions and suggestions. Even though the study conducted was primarily gears toward younger students its finding could benefit any level of second language education; however, it greatly depends on the teacher’s ability to successfully deliver the instructional activities associated with the lesson. I believe incorporating the use of technology in second language classrooms will enhance learner focus and prompt learners to participate in flowing and unrehearsed conversation, which is the ultimate goal in any level of second language learning.
