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Using Weblogs as Contact Zones in an ESL Writing Class

Using Weblogs as Contact Zones in an ESL Writing Class. Kathleen Skubikowski Associate Professor of English Middlebury College skubikow@middlebury.edu. First-Year Seminars. Limited to 15 students each Taught by regular, full-time faculty

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Using Weblogs as Contact Zones in an ESL Writing Class

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  1. Using Weblogs as Contact Zones in an ESL Writing Class Kathleen Skubikowski Associate Professor of English Middlebury College skubikow@middlebury.edu

  2. First-Year Seminars • Limited to 15 students each • Taught by regular, full-time faculty • Faculty are academic advisers for first three semesters at Middlebury • Designed to inspire students’ intellectual curiosity in a particular subject

  3. First-Year Seminars (Cont.) • Encourage students to pursue a focused interest in depth • Include activities outside the classroom • Help students develop their thinking, writing, and speaking skills

  4. “A weblog is a coffeehouse conversation in text, with references as required.” Rebecca Blood, The Weblog Handbook

  5. Weblogs as educational tools: • They are global • They promote media literacy • They promote audience awareness • They insist on writing as their primary tool • They provide contexts for that writing and offer easy access to multiple points of view

  6. Weblogs as educational (Cont.) • They lack traditional gatekeepers • They insist on individual responsibility and critical evaluation • They encourage awareness of credibility • They encourage community connections • They are evolving, exciting, and fun.

  7. We used weblogs in 3 ways: • As a course management tool • As a portfolio to record exploration, discovery, and growth • As a locus for cultural contact

  8. http://benjerry.middlebury.edu/~tbogojev/

  9. Thabo from Lesotho: “The identity project was like a mirror to me. I never cared to think of my own identity, but the identity project compelled me to reflect on my self. Though I can say India transformed me entirely, I realized that I have accomplished only a quarter of my dreams. I still have a long way to go. However, I had a hard time trying to sum up my journey so far in 250 words. Nonetheless, working on my identity project was great time to discover how I have grown and change, and most important of all, to plan my next step from here. Furthermore, I realized that i-movie can really get the message across. The voice tone along with the pictures vividly drives the point home. If I was to continue with this course I am sure I would give Shakespeare a tough time. “

  10. Haris from Greece: “Seeing pictures from home and listening to Greek music at the same time was really fascinating. However the most exciting part was listening to my own voice in English talking about my identity and where I come from on top of the music. It was remarkable.”

  11. My voice rasped at first when I tried to speak, but then…I was off and talking. You could not stop me with a sledgehammer, once I started…. I gathered speed. I talked both languages in streams that ran alongside each other, over every rock, around every obstacle. The sound of my voice convinced me I was alive. “ (Old Nanapush in “Matchimanito” from Louise Erdrich’s Tracks)

  12. “The story, like all stories, is never visible while it is happening. Only after, when an old man sits dreaming and talking in his chair, does the design spring clear.” (“Matchimanito,” from Louise Erdrich’s Tracks)

  13. Zhenchen from China: “Looking backwards at the first class, when asked what was the point that I thought I was really leaving home, I said it was the point I went into the airport and left my parents and grandparents behind. I also said that I couldn’t tell the mixed emotion out. I remember clearly that you said by the end of the term I would be able to speak out what I feel in my heart. Now I’m glad to tell you that I guess I really can do it. I learnt a lot in this class, in terms of writing skills and in terms of communication. I hope you can see my progress and hear my ‘voice’ in my final work.”

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