Best Practices in Integrating Technology

Into Adult ESL Instruction:

A Literature Search

Prepared for TECH21

By

Linda L. West

Managing Director Outreach and Technical Assistance Network

Sacramento County Office of Education

Sacramento, California 2002

Table of Contents Introduction......................................................................................................................... 1

Overview............................................................................................................................. 1

Uses and Benefits................................................................................................................ 1

Problems and Challenges.................................................................................................... 2

Computer Hardware............................................................................................................ 4

Computer Software (Production)........................................................................................ 5

Computer Software (Instructional) ..................................................................................... 6

Internet (Communication)................................................................................................... 7

Internet (Research and Skill Building) ............................................................................... 8

Video................................................................................................................................... 9

Distance Education ........................................................................................................... 10

Conclusion ........................................................................................................................ 11

References......................................................................................................................... 12

Print............................................................................................................................... 12

Computer Programs ...................................................................................................... 15

Instructional Video........................................................................................................ 17

Webliography................................................................................................................ 17

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Introduction The purpose of this paper is to survey current and best practice in the integration of technology into English as a second language (ESL) instruction for adult learners in the United States of America, as discussed in the past five years of professional literature. Technology is a broad term that properly includes such useful media as radio, sound card readers, overhead projectors, and audio cassette players. However, the scope of this paper is confined to instructional integration of common forms of video and computer technology, including the Internet. Overview “Good language teaching is good language teaching, with or without technology.” (Migliacci, 2002, 1). This statement summarizes a paradigm shift in how teachers viewed the use of technology in adult ESL instruction in the last years of the twentieth century and the first years of the twenty-first century. During the period, many teachers moved from a behaviorist learning model to a model emphasizing communicative language learning theory. Later refinements placed greater emphasis on using language in authentic social contexts. Use of technology paralleled these shifts. While the behaviorists focused on vocabulary acquisition and grammar drill and practice, those embracing the communicative use of technology stressed using language in simulations and text-reconstruction. Content-based, task-based, and project-based approaches to language learning also led to a parallel integrative approach to technology use. Students would learn to use technology tools as a part of the ongoing approach to language learning. (Warschauer, M., & Healey, D., 1998, 1-3). Uses and Benefits The uses and benefits of integrating video and computer technology to adult ESL instruction that are noted in professional literature can be divided into four overlapping categories. The categories are (1) enrichment resulting from visual and audio stimuli; (2) benefits for learners in a technology enriched instructional setting; (3) benefits for teachers; and (4) enhancements of pedagogical practices. Using video and/or computer-enhanced instruction adds visual and auditory stimuli to the learning situation. Authentic video provides real language input from a variety of sensory systems. Using either authentic video or video created for learning situations extends and enriches listening practice by allowing the learner to view body language and facial expressions. Both video and Internet-based instruction bring real-life learning experiences from the world into the classroom. (Burt, 1997; Ginsberg, 1998; Hanson-Smith, 1997). Teachers have reported that learners benefit as a result of adding video or computer enhancement to the learning environment. Learners appear more motivated and engaged. Their confidence in their ability to learn is enhanced by successes with technology. With computer-enhanced instruction, many learners improve more rapidly, because they can work at their own pace, and the computer provides immediate feedback and correction.

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Technology empowers learners and levels the playing field for immigrants who often are limited by cultural differences and educational deficiencies. (Boswood, 1997; Gaer, 1998; Gaer, 1999; Technology and the ESL Classroom, 1999; Terrill, 2002). Teachers also have additional benefits in technology-enhanced learning environments. Technology allows teachers to accomplish multiple instructional goals and to make use of a variety of instructional settings – whole class, small groups, pairs, individual lab instruction, and distance learning. Teachers can involve the learners in all aspects of their technology-enhanced learning experience. Teachers also have control over the instruction, such as when they stop, pause, or repeat a video; use the management system in a computer software package, or preview and select Web sites for a Web-based activity. (Burt, 1999; Fleischman, 1998; Hopey, 1998; “Uses of Technology in Adult ESL Instruction,” 2002). Video and computer enhanced learning environments are conducive to several modern ESL pedagogical practices. Internet exchanges such as using e-mail, chats, and bulletin boards stimulate the use of authentic language. In content-based learning, also called contextualized learning or task-based learning, people learn by using real contexts for real purposes. Internet research projects and simulations provide infinite opportunity for contextualized learning. The practice of collaborative learning, where learners actively help each other to accomplish a task, is greatly facilitated by using technology. Examples would be a group projects such as compiling a cookbook or publishing a newsletter on the Web. Another example of collaborative learning is process writing, where the learner may draft an essay and then get input from a team of students regarding content and grammar issues. (Hanson-Smith, 1997; Liu, Graham, and Lee, 2002; “Uses of Technology in Adult ESL Instruction,” 2002). Technology enhanced learning environments also are related to modern theories of learner cognition and styles of learning. Constructivism is an educational approach to learner cognition that recognizes that the learner “actively constructs meaning while drawing upon a large variety of learning styles and input from a variety of sensory systems.” Computer technology can provide “the learner with the means to control his or her own learning, to construct meaning, and to evaluate and monitor his or her own performance.” (Hanson-Smith, 1997, p.7). Problems and Challenges The problems and challenges limiting the integration of video and computer technology to adult ESL instruction that are noted in professional literature also can be divided into overlapping categories. The categories are teacher and learner perspectives, challenges intrinsic to the media itself (video, computer), Internet issues, lack of research, and lack of planning. Teachers are central to the success of any classroom initiative, and the literature recognizes the resistance of many teachers to using technology. As VCRs, computers, and the Internet have become an essential part of the general culture, more teachers have some personal experience with basic technology. However, there is still a pervasive

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reluctance by teachers to integrate technology into classroom instruction. Lack of effective staff development is recognized as the greatest barrier. Good staff development takes time and resources. Teachers are frustrated with workshops that cover too much and go too fast. Much more effective are short demonstrations that focus on an instructional technique and are followed immediately by practice and feedback. The Division of Adult Education and Literacy (DAEL) of the U.S. Department of Education, administers federal adult education funds for technology. USDE collaborations with the National Center on Adult Literacy (NCAL) and the Public Broadcasting Service (PBS) have tested the feasibility of distance education for teacher training. The California Department of Education’s Outreach and Technical Assistance Network (OTAN) project is piloting a promising multi-year mentor model. (Gaer, 1998; Liu, Moore, and Lee, 2000; Lovell, 1998; Porter, P., 2002; Rosen, 1998; Terrill, 2000). From a learner perspective there are barriers to using technology. Adult learners typically have lower income levels, lower literacy, and in the case of the immigrant population, more limited English skills than the general population. While television and VCR usage are pervasive, computer ownership and Internet access are more limited. Much has been written about the access issues, known as the “digital divide,” that are a particular problem in more rural areas. Those adult learners who do have access to the Internet will find limited local and community based information, limited information written at low-literacy levels, and limited content for diverse cultures. (Technology in the ESL Classroom, 1999; Terrill, 2000). The media itself generates some of the challenges to classroom integration. Video provides a variety of difficulties. Using authentic video requires a lot of advance preparation to make selections matching instructional objectives and prepare learner materials. It can be difficult to match authentic video with the language level of the learners, and some content may be controversial or inappropriate. In addition, teachers must be aware of and respect copyright laws. (Burt, 1999). There are a number of challenges related to use of computers and the Internet. The investment can be prohibitive and is not limited to the initial price, but includes the cost of maintenance and replacement. Another issue important to teachers is the availability of on-site technical support beyond the basic computer trouble-shooting that teachers can learn. From the instructional view, teachers complain about a lack of appropriate pedagogy, about the media driving content. Software needs to be more than a fancy book with auto record keeping. Unequal Internet access and lack of content at the low literacy levels has been discussed above. Other content problems on the Internet include inappropriate or offensive material and inaccurate or out-of-date information. There are also issues with inadequate connectivity and slow speed. (Hanson-Smith, 1997; Rosen, 1998; Terrill, 2000; “Uses of Technology in Adult ESL Instruction,” 2002). While there has been some research on the role of technology in adult language learning, most studies have focused on its benefits and potential. There needs to be more attention to how computers can support second language learning. How certain technologies and activities are effective, and in what settings, needs to be examined. (Liu, Moore, and Lee,

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2000). One example is the on-going research into the uses of portable keyboard technology in a variety of instructional settings being conducted by the OTAN project in California. The keyboards are being used with low-level ESL adult learners to enhance beginning writing instruction. (Porter, P., 2001). Good agency planning for use of technology is essential and too often overlooked. It should start with the agency vision and mission. All groups of individuals affected by technology should be included in the planning process, including students, staff, instructors, and administrators. Existing agency resources, both equipment and staff, should be assessed. Technology options should be researched and selections made that match educational program goals. Available funding should also be researched and a budget established that includes the full cost of ownership (maintenance and replacement) and ongoing staff development. A realistic timeline should be established. (Hopey, 1998, “Planning and Funding for Technology;” Technology and the ESL Classroom, 1999). The next section of this paper discusses specific current and best practices in integrating instructional technology into the adult ESL classroom. The sections include computer hardware, computer software (production), computer software (instructional), Internet (communication), Internet (research), video, and distance learning. Computer Hardware Issues specifically related to computer hardware include cost, and therefore availability, configuration, age, and the need for staff training and for technical support. The real cost of computer hardware includes upgrading, maintenance, and technical support. Older computers do not have the processing speed and memory to run the newer browsers, production software, and instructional software. A good technology plan will plan for the necessary upgrading while utilizing older computers appropriately as long as possible, for example, with ESL students or developmentally disabled students who are learning basic keyboarding or introductory word processing. (Technology and the ESL Classroom, 1999). A variety of computer hardware configurations are used in adult education programs. There may be one or several computers in a classroom used for supplemental or enrichment projects. There may be access to a computer lab where each student or student pair sits at a computer and uses it to review or practice the lessons. The lab computers may be networked, may have multi-media capabilities, such as sound and video, and may be connected to the Internet. Teachers, especially those teaching in classrooms that are remotely located, may distribute lap-top computers or portable keyboards so that the students can practice certain skills such as writing. Adult learners may have never acquired good handwriting skills, and the electronic keyboards remove the embarrassment and a barrier to practicing composition. Newer technologies are being explored as solutions to access problems. Wireless technology is improving and has potential for solving the cost issues related to locating computers in old buildings with inadequate wiring. As palm pilots or the more generic

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“personal digital assistants” (PDAs) become widely accepted, some entrepreneurial adult programs offer classes for users. The potential of PDA’s as a low-cost classroom tool is beginning to be explored. More labs are connected to the Internet, and connections are more likely to be fast (T1 or better) compared with slower dial-up connections. Language lab technology has improved, and labs can now have computer stations networked with multimedia resources. CD-ROMs have become the standard for storing multi-media. Personal CD-ROM burners and recordable CDs are affordable. Connected CD-ROMs are being developed with Internet links, so that the student can watch video on the CD-ROM and then link out to the Internet for information or exercises. CD-audio and video can be available on a server to all student users simultaneously. (Earp, 1997; Hanson-Smith, 1999). It is not unusual for new hardware to sit unused because adequate technical support and staff development (discussed above) was not budgeted. Inoperable hardware is very frustrating to teachers and students, and without access to immediate support, preferably on-site, the plans for integrating technology into instruction will be seriously obstructed. (Technology and the ESL Classroom, 1999). Computer Software (Production) ESL teachers are finding productivity software, tools used for a variety of office applications, to be useful in the classroom, either by themselves, or in combination with print materials and instructional software. Three productivity tools that are easy to learn and have applications in ESL classrooms are word processors, presentation software, and spreadsheets. Word processing software programs like Word (Microsoft), Windows® Word Pad (Microsoft), and WordPerfect (Corel) are widely used in adult ESL classrooms at all levels. Teachers find them useful for having students practice word order, spelling, grammar, and composition. Some programs have built in dictionaries and style checkers. Computer word processing greatly enables a popular technique called “process writing” that includes pre-writing and peer editing of drafts. (Gaer, 1998; Liu, Graham, and Lee, 2002; Technology in the ESL Classroom, 1999). Presentation software allows students to create presentations on a computer for display on an overhead projector or on the Internet. Examples of commonly used presentation software are HyperStudio (Roger Wagner Publishing) and PowerPoint (Microsoft). Teachers who already have some computer background, especially if they use word processors, require only a few hours to learn basic presentation software operation. Students can pick up presentation software skills easily. As the teachers and students develop more skill, they can add graphics and photographs, or pictures captured with a scanner. (Hanson-Smith, 2000). Even very powerful spreadsheet software, such as Excel (Microsoft), can be used at a basic level in an ESL class. For example, students can display statistical information

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acquired during any competency-based lesson, or they can practice home or business budgeting. Database software, like Access (Microsoft) or FileMaker Pro (FileMaker), requires a higher language level for use and teachers are more likely to use it at intemediate or higher levels. Desk-top publishing programs such as PageMaker (Adobe) or Publisher (Microsoft) might be used by intermediate or advanced students to create a class or school newsletter. (Gaer, 1998; Hanson-Smith, 1997; Liu, Graham, and Lee, 2002; Technology in the ESL Classroom, 1999). For example a unit on shopping combining print materials with both instructional and productivity software might begin with a chapter in a textbook that introduces vocabulary, grammar, and consumer competencies. The next step might be reinforcement with an instructional software product on shopping. Then the class might do a real-life activity such as clipping coupons from a newspaper, followed by a field trip to a store to locate the products. Students might design a simple spreadsheet to chart the savings from using coupons and might use a word processing program to write a letter of thanks to the store manager. Finally the class could create and deliver a presentation combining a story about what they had learned in the unit with photos taken on the field trip and the spreadsheet of findings. (Gaer, 1998). Authoring programs, such as Dasher (Conduit), Libra (Macalester), or WinCALIS (Duke University), can be used by teachers to create multimedia exercises for their classes. For those interested in developing custom individual or group projects including links to video, animations, pictures, or related text, there is interactive hypermedia technology, such as HyperStudio or Asymetrix ToolBook Instructor (Click2learn). (Earp, 1997; Hanson-Smith, 1997; Hanson-Smith, 1999; Liu, Graham, and Lee, 2002). The strong caution when using any software is to be sure that it is based on sound instructional design. The focus needs to be on the learners’ needs and goals and on how the software matches them. Providing comprehensible input to the learner and giving the learner the opportunity to make corrections are essential features. (Hanson-Smith, 1997; Liu, Graham, and Lee, 2002). Computer Software (Instructional) The literature recognizes several issues related to learners and computer software. The first is the need to prepare novice learners to use computers. Students who have never used computers will need orientation to the vocabulary of computer parts, to basic skills such as activating and deactivating the computer and monitor, to locating, opening and closing software programs, to basic keyboarding, and to use of the mouse. Techniques that can be used include labeling parts, questions and answers and games to practice hardware and software vocabulary, and total physical response to practice processes. (Technology in the ESL Classroom, 1999).

The other issues relate to classroom management when employing computer software to enhance learning. Teachers should prepare in advance to preteach vocabulary and other content. Careful instructions on using the software should be given in several modalities, for example, oral instructions should be supplemented with illustrated print instructions. Student grouping strategies for the use of software are another consideration. While

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computers often empower individual students to learn at their own pace, at other times, pairing or assigning small groups of students to a computer will foster cooperative learning and stimulate communication. Activities for pairs or small groups include research, editing, and preparation of presentations. (Gaer, 1998; Technology in the ESL Classroom, 1999). Computer software for language development can be divided into integrated learning systems (ILSs), courseware, and supplemental software. Examples of ILSs are NovaNET (Pearson) and Plato TRO (Roach). An example of courseware specifically designed for adult ESL (main instruction) is ELLIS (English Language Learning and Instruction System) (Cali). Supplemental software may be designed for teaching any number of elements. Some software supplements textbooks such as Side by Side (Longman / Prentice-Hall). Types of specialized software for teaching elements of reading and writing with some commonly used examples include: alpha-numeric recognition and keyboarding (Typing Tutor); phonics and word attack skills (Hooked on Phonics); vocabulary, sight word recognition (Rosetta Stone and Oxford Picture Dictionary); spelling (Spell It Deluxe); word order, and grammar (Focus on Grammar); life skills (Community Exploration); and problem solving (A Day in the Life). Many reference books now have CD-ROM versions including World Book, Encarta, Grolier, Compton, and Britannica. Instructional techniques employed by developers include: presentation, practice activities, and quizzes; games (Word Attack and Who is Oscar Lake?); and simulations (Oregon Trail). (Gaer, 1998; Hanson-Smith, 1997; Technology in the ESL Classroom, 1999).

Some software has an oral proficiency component including speech recognition that “requires a user to produce meaningful linguistic units that are translated by a speech recognition program.” The goal is oral proficiency. The process is speech analysis, evaluation, and feedback. Reliability is a problem with the current technology. (Liu, Graham, and Lee, 2002, 256; Technology in the ESL Classroom, 1999).

Teachers should carefully evaluate software prior to purchase and use in the adult ESL classroom. The primary focus should be on choosing software with content and activities that advance the instructional objectives of the class or program. There is a wide range of price in computer software and the price increases exponentially if special equipment is required to run the program. Some other factors to consider when evaluating software include appropriate language difficulty for the students; appropriate and effective use of color, graphics, photos, and audio; ease of use including directions, help screens, navigation system, and options to exit and restart the program; adequacy of assessment; and documentation of student progress and other management features. (Gaer; 1998; Hopey, 1998, “Making the Right Choice: Software Evaluation;” Technology in the ESL Classroom, 1999). Internet (Communication) The Internet reshaped the use of computers in the 1990s, and it was used for communication and collaboration even before the development of the World Wide Web. The Internet offers adult ESL learners both natural communication opportunities and empowerment for independent learning. For their instructors it provides access to other

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teachers and opportunities for sharing resources. (Hanson-Smith, 1997; Liu, Moore, Graham, and Lee, 2002; Warschauer, 1995; Warschauer and Healey, 1998).

Internet communication can be either asynchronous or synchronous. Examples of asynchronous communication are email, ecards, bulletin boards, and listservs. Adult ESL students can be paired with students from other schools and practice their communication skills as email keypads. Students can use a greeting card site to select a graphical template and add a message. There are many special topic bulletin boards and listservs that learners can join. (Diamond, 2000; Technology and the ESL Classroom, 1999; Gaer, 1999; Warschauer, 1995). Synchronous communication includes real time chat rooms such as hosted on AOL, MOOs, and Chatterbots. MOO is an acronym for Multi-User Domain Object Oriented. A MOO is a computer program that allows multiple users to connect via the Internet to a shared database of rooms and other objects and interact with each other and the database in synchronous time. An example of an ESL MOO is SchMOOze University maintained at the City University of New York (CUNY). A Chatterbot Web site is run by a computer program that responds to user comments and questions and simulates a conversation with a live person. An example of an ESL Chatterbot is A.L.I.C.E., an acronym that stands for Artificial Linguistic Internet Computer Entity. (http://alicebot.org). (Diamond, 2000; Warschauer and Healey, 1998; Warschaer, Shetzer, and Meloni, 2000). Bringing the Internet into the classroom enables teachers to set up collaborative projects with classes located in different parts of the United States and even in other countries. Typically two or more classes agree on project and exchange information, including background information, research data, and the final report or product. Teachers interested in email collaboration can access the California Email Projects Home Page for ideas and networking with other teachers. (Hanson-Smith, 1997) Internet (Research and Skill Building) The Internet can provide authentic learning experiences that enable ESL learners to enhance their language skills, employability skills, and their skills as family and community members. The Internet offers many opportunities for project-based learning. Teachers can design lessons for students to research information on such varied topics as weather, health insurance, and flight schedules. The project can be designed to incorporate foundation skills and workplace competencies identified by the U.S. Secretary of Labor’s Commission on Achieving Necessary Skills (SCANS). (Diamond, 2000; Silc, 1998; Warschaer, Shetzer, and Meloni, 2000). There are many Web sites designed for the use of language learners working on one or more aspects of language development - grammar, vocabulary, writing, reading, and listening. Examples of worthy sites area: Dave’s ESL Café, Frizzy University Network (FUN), Grammar Self Study Quizzes for ESL Students; and Randall’s ESL Cyber Listening Lab. While most ESL Web sites assume a certain level of computer skill and language competency, they can be useful at lower levels with proper pre-teaching. Lesson preparation for the teacher involves careful evaluation of a potential Web site and analysis of its usefulness to instructional objectives. Diamond writes that the Google

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search engine www.google.com is very useful for sites suitable for Internet beginners using the search words “ESL beginner links.” (Diamond, 2000; Silc, 1998; Technology and the ESL Classroom, 1999). In addition to sharing ideas and materials with colleagues, teachers use the Internet for a variety of professional purposes. They can download lesson plans, stories, photos, shareware, and freeware. They can participate in online staff development, either by viewing information Web casts or by enrolling in an online class. Teachers can also use Web sites to publish their action research and instructional strategies, and they can create class Web sites. (Diamond, 2000; Rosen, 1998). Learners will need preparation for using the World Wide Web to locate information. Basic search skills including use of keywords and key concepts, and techniques for getting the most out of the most common search engines such as Yahoo and Google should be pretaught. Students should practice applying set criteria to Web sites to evaluate the reliability of information. Teachers can provide organizers to help students collect and format information from the Web. Issues related to copyright and plagiarism and to pornography and freedom of speech should be addressed. With proper preparation and well-designed, relevant lessons, ESL students of all levels can share the enthusiasm of exploring the Internet and interacting with others in cyberspace. (Diamond, 2000; Rosen, 1996; Silc, 1998). Video The use of video in ESL instruction has more than a thirty-year history that has progressed along with developments in the media itself and with changes in language teaching methodology previously discussed. The VCR as a companion to television became pervasive by the 1980’s, with VHS format videocassettes eventually winning the battle over Beta. As companions to computers, laser discs seemed to have potential for delivering video, only to be superceded by the more compact and affordable CD-ROMs. Computer labs now commonly have networked multi-media capability so computers and video can be used in combination. Delivering video via the Internet has progressed with increased bandwith from using relatively slow applications like Quick-Time to more natural-looking “streaming video” technology. Digital cameras for both still pictures and video or a combination are becoming more affordable, and teachers are incorporating their use into classroom instruction. In the commercial movie and music market, videocassettes are giving way to higher quality and more stable DVDs, and we can expect that instructional usage will follow as costs decrease. Two types of video are used in adult ESL classrooms – authentic, real language videos and instructional videos, produced for an educational setting. In either case, there are some similar selection considerations. Content should be related to instructional objectives and of high interest to the students. Pacing and length should be appropriate for the language level of the students. Any graphics included should clarify the instructional content. The availability and quality of support materials is also a consideration. (Burt, 1999; Migliacci, 2002).

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Migliacci discusses four phases of evaluating and implementing video technology. The first phase is “content and instructional presentation.” The teacher evaluates the relationship of the video to instructional goals and objectives. The second phase is “planning for instruction.” The teacher makes a detailed plan of how to use the video or video segment within the lesson. For example, video is a good medium for modeling language and cultural behavior that can then be discussed and replicated. The third phase is “designing tasks for students.” The instructor designs activities to practice the skills taught and one activity may involve the students making their own videos. The last phase is “assessment.” In the assessment phase, the teacher evaluates both the extent to which the instructional goals for the students have been met and how effective the video was in reaching those goals. (Migliacci, 2002, 1-2). The U.S. Department of Education has in recent years facilitated the development of several series of instructional videos designed for use in ESL classes. While all of these products can be used in traditional classroom or language lab settings with groups of students, they were developed for primary use in distance learning modalities. Some of the new series in current use are: Crossroads Café (Intelecom) and On Common Ground (Intelecom). (Burt, 1999). In 2002 an instructional video product, English for All, was released by the federally funded Cyberstep project. Distance Education A discussion of instructional video designed for English as a second language learners leads naturally into a discussion of distance education. In an adult education context, distance education refers to providing instructional access to learners not enrolled in traditional classroom programs or providing augmented instruction to learners who have limited time available to study in the conventional setting. Both distance teaching and distance learning are implied. The need for distance education is based on a combination of a literacy deficit in the United States among the “working poor” (Adult Literacy in America, 1993) and the inadequacy of the traditional infrastructure to meet the educational needs of those same working adults who typically are also raising families. These individuals need self-paced learning opportunities available in their own homes at any hour of the day or night. Video, whether used in a broadcast (cable TV) or checkout (individualized instruction or class wrap-around) mode has been a one of the most useful distance education tools for adult ESL instruction. (Fleischman, 1998). Regardless of the primary media employed, distance education can be divided into two primary methodologies, synchronous and asynchronous. In synchronous distance education implies interactive two-way communication, and may involve broadcast and tele-conference via telephone or Web casts with and electronic chat rooms. Asynchronous distance education implies one-way delivery of instruction, with or without delayed feedback. The media may include one or more of the following: broadcast television, CD-ROM, streaming video, online tutorials, and electronic mail. (Rudes and Stempleski, 1997; Porter, 2002). In California, the Legislature approved in 1993 Department of Education plans to allow local agencies spend up to 5% of their block entitlement on innovative and alternative

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instructional delivery. This initiative has been known as both the "5%" and the Innovative Program initiative. About 90% of the Innovative Program initiative is used for ESL instruction, and by 2002, nearly half of the medium and large sized adult schools in California were taking advantage of the Innovative Programs options. In the report for 2000 – 2002, video checkout was identified as by far the most popular media type, and it was used by over 40% of the programs. Other media types were audio checkout, online instruction, telecourses, and laptop checkouts. (Porter, 2002; Rudes and Stempleski, 1997). Conclusion Integration of common forms of video and computer technology, including the Internet, into adult English as a second language programs has demonstrated the potential to enhance instruction for a large and growing population that has significant needs. Effective instruction will remove the barriers caused by language and literacy deficits that immigrants and refugees experience to full integration into the economic and civic life of the United States. Additional piloting of demonstration projects is needed, along with research, documentation, and dissemination of successful practices.

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Alexandria, VA: Teachers of English to Speakers of Other Languages. Computer Programs A Day in the Life. [Computer software]. (1995). North Billerica, MA: Curriculum Associates, Inc. (1-800-225-0248; URL: http://www.curriculumassociates.com) Access. [Computer software]. (2000). Redmond, WA: Microsoft Corporation. (1-800-426-9400; URL: http://www.microsoft.com) Asymetrix ToolBook Instructor. [Computer software]. Bellevue, WA: Click2learn, Inc. (1-800-448-6543; http://www.asymetrix.com/) Britannica. [Computer software]. (2003). Chicago, IL: Britannica Corporation. (1-800-323-1229; URL: http://www.britannica.com/) Community Exploration. [Computer software]. (2001). San Diego, CA: Compass Learning. (1-800-422-4339; URL: http://www.compasslearning.com) Compton. [Computer software]. (2002). Baltimore, MD; Broderbund (The Learning Company). (1-800-395-0277; URL: http://broderbund.com) Dasher [Computer software]. (1993). Iowa City, IA: PICS/CONDUIT The University of Iowa. (1-800-373-PICS) ELLIS (English Language Learning and Instruction System). [Computer software]. Provo, UT: Ellis. (1-801-374-3424; URL: http://www.ellis.com) Encarta. [Computer software]. (2003). Redmond, WA: Microsoft Corporation. (1-800-426-9400; URL: http://www.microsoft.com) Excel. [Computer software]. (2000). Redmond, WA: Microsoft Corporation. (1-800-426-9400; URL: http://www.microsoft.com) FileMaker Pro. [Computer software]. (2002). Santa Clara, CA: FileMaker Inc. (1-408-987-7000; URL: http://www.filemaker.com/) Focus on Grammar. [Computer software]. White Plains, NY: Longman (1- 877-202-4572; http://www.longman.com/) Grolier Multimedia Encyclopedia. [Computer software]. (2002). Jefferson City, MO: Grolier. (1-800-621-1115; URL: http://www.scholasticlibrary.com/)

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Hooked on Phonics. [Computer software]. San Francisco, CA: Hooked on Phonics. (1-800-544-7323; URL: http://www.hop.com/) HyperStudio. [Computer software]. Geneva, IL: Roger Wagner Publishing Inc, a Sunburst Technology Company. (1-800-338-3457; URL: http://www.hyperstudio.com/) Libra [Computer software]. (1998). St. Paul, MN: Macalester Carleton Mellon Consortium. (1-651-696-6000; URL: http://www.macalester.edu/~mellon/facsoft/infopages/libra.html) NovaNET. [Integrated Learning System]. Mesa, AZ: Pearson Education Technologies (formerly NCS Learn). (1-877-338-3241; URL: http://www.pearsonedtech.com/novanet/) Oregon Trail. [Computer software]. (2001). Baltimore, MD; Broderbund (The Learning Company). (1-800-395-0277; URL: http://broderbund.com) Oxford Picture Dictionary. [Computer software]. (2000). New York, NY: Oxford University Press. (1-800-441-5445; URL: http://www.oup-usa.org/esl/) Plato. [Integrated Learning System]. Bloomington, MN: PLATO Learning, Inc. (1-800-447-5286; URL: http://www.plato.com) PowerPoint. [Computer software]. (2000). Redmond, WA: Microsoft Corporation. (1-800-426-9400; URL: http://www.microsoft.com) Publisher. [Computer software]. (2000) Redmond, WA: Microsoft Corporation. (1-800-426-9400; URL: http://www.microsoft.com) Rosetta Stone. [Computer software]. (1997) Harrisonburg, VA: Fairfield Language Technologies. (1-800-788-0822; URL: http://www.rosettastone.com/) Side by Side. [Computer software, accompanying textbooks by Molinsky, Steven J. & Bliss, Bill]. (2002). White Plains, NY: Longman/ Prentice-Hall. Spell It Deluxe. [Computer software]. (1996). Los Angeles, CA: Knowledge Adventure. (1-310-431-4000; URL: http://www.knowledgeadventure.com) Typing Tutor. [Computer software]. (n.d.). Geneva, IL: Sunburst Technology. (1-800-338-3457; URL: http://www.sunburst.com) Who Is Oscar Lake? [Computer software]. (2002). New York, NY: Language Publications Interactive. (1-212-575-9100; URL: http://www.languagepub.com/) WinCALIS. [Computer software]. (1994). Durham, NC: The Humanities Computing Laboratory. (1-919-667-9556 URL: http://www.humancomp.org/wincalis.htm

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Windows® Word Pad. [Computer software]. (2000). Redmond, WA: Microsoft Corporation. (1-800-426-9400; URL: http://www.microsoft.com) Word. [Computer software]. (2000). Redmond, WA: Microsoft Corporation. (1-800-426-9400; URL: http://www.microsoft.com) Word Attack. [Computer software]. (URL: http://joelesoftware.com/index.html) Typing game, freeware. WordPerfect. [Computer software]. Ottawa, Ontario Canada: Corel Corporation. (1-877-652-6735; URL: http://www3.corel.com/) World Book. [Computer software]. (2002). Chicago, IL: World Book Inc. (1-312-729-5800; URL: http://www2.worldbook.com/) Instructional Video Connect with English. [Instructional Video]. (1997). PBS Adult Learning Service. (1-800-257-2578; http://www.pbs.org/als/index.html) Crossroads Café. [Instructional Video]. (1996). Pasadena, CA: Intelecom. (1-626-796-7300; URL: http://www.intelecom.org) English for All. [Instructional Video]. (2001) Sacramento, CA: Cyberstep. (1-916-228-2580; http://www.cyberstep.org/) On Common Ground. [Instructional Video]. Pasadena, CA: Intelecom. (1-626-796-7300; URL: http://www.intelecom.org) Webliography A.L.I.C.E. (Artificial Linguistic Internet Computer Entity) http://alicebot.org The A.L.I.C.E. AI Foundation was founded in 2001, as a non-profit organization as a vehicle for promoting natural language artificial intelligence in schools, research labs, nonprofits and other organizations. California Email Projects Home Page http://www.otan.us/webfarm/emailproject/email.htm The California Distance Learning Project has articles and follow-up questions at several different difficulty levels on many topics. Dave’s ESL Café http://www.eslcafe.com/ A rich site for ESL/EFL learners and teachers including interactive quizzes, an idea exchange, question page, help center, and links

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Frizzy University Network (FUN) http://thecity.sfsu.edu/~funweb/Welcome.html This site is a relaxed and comfortable environment in which students learning English as a foreign or second language (EFL/ESL) can improve their writing. Grammar Self Study Quizzes for ESL Students http://a4esl.org/q/h/ This site has activities/quizzes for all levels of ESL. Quiz formats include true and false, multiple choice, fill in, and cloze. Vocabulary, grammar, reading comprehension, and writing activities are included in this site. Randall’s ESL Cyber Listening Lab http://www.esl-lab.com/ This web site offers a FREE online listening lab. Computers must have RealAudio Player. A quiz or review follows each lesson. An automatic message window appears with results. SchMOOze University http://schmooze.hunter.cuny.edu:8888/ A site where ESL learners have one-on-one and group conversations as well as access to language games, an on-line dictionary, virtual stockbroker and many language games.