Enhancing Language Learning with Technology and Audiovisual Aids
Technological and Pedagogical Aspects of Audiovisual Materials
Our educational system emphasizes the importance of digital literacy. Primary education students should be introduced to the internet and multimedia tools. Foreign language teachers should use aids like flashcards, CDs, and computers to enhance teaching. This essay explores the use of new technologies and audiovisual techniques in foreign language instruction.
Visual Material
Visual aids bridge the gap between the real world and the classroom, aiding in language content transmission.
The Blackboard
A traditional visual aid, used for writing, drawing, and displaying pictures. It serves as a focal point and allows for easy erasure. It can be used to present new language, practice drills, pronunciation, questions, introduce written forms, and for games. Student involvement is key.
Newspapers
Authentic materials connecting the classroom to the real world. Though limited in primary education due to low communicative competence, they are motivating, accessible, and varied. Activities include finding known words, using pictures, extracting information, and creating advertisements.
Flashcards
Versatile aids for vocabulary presentation, listening practice, drilling, silent dictations, review, and games.
Realia
Real objects that grab attention and connect to the real world. Useful for vocabulary, object descriptions, dialogues, role-play, and games.
Auditory Material
Includes speech recordings, sounds, and music. Auditory materials bring the outside world into the classroom. The CD player is essential for providing native speaker models, varied voices, sound effects, and repeated plays. It is used for presenting new language, drills, sound recognition, listening comprehension, songs, and recording student voices.
Audiovisual Material
Combines visual and auditory impact, contextualizing language. The digital whiteboard is a compelling medium for motivating learners, allowing multimedia resources and interactive activities.
The Computer as a Learning Resource
The internet offers vast communicative potential. ICT tools motivate children by personalizing and sharing information. Teachers must ensure activities align with the curriculum and are age-appropriate.
Teaching English with Computers
ICT tools offer a variety of learning options for both students and teachers. Activities should be staged before, during, and after use. Students can use technology to solve problems, write letters, compositions, and projects, find information, and use software. They can also connect with pen pals, fostering authentic communication and cultural interest.
Useful Applications
Apps on tablets are great for practicing English. Grammar apps like Grammar Up help test knowledge. Best Colleges Online lists 16 apps for ESL learners. Classic games like Scrabble and Boggle are also available. “Class Dojo” improves student behavior with real-time feedback.
Webquest
Students complete tasks using content knowledge and English skills. Teachers can create their own or use pre-made ones from Web Quests.
Technological Aspects
A computer is a programmable device performing high-speed operations. It has hardware (touchable components) and software (instructions and data). Components include memory, storage, keyboard, mouse, CPU, data management systems, games, word processors, multimedia applications, CD-ROM, DVD, and internet.
Conclusion
This unit has described the characteristics and possibilities of audiovisual materials and new technologies. Teachers should be knowledgeable about the pedagogical potential of these resources to enhance teaching. The use of varied audiovisual and technological material in the English class will bring the learners close to the real world and will improve their communicative competence.
BIBLIOGRAPHY:
The bibliography used to develop this unit includes: ANDERSON, L W, & KRATHWOHL D R (eds.) (2001). Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives. New York: Longman. /BREWSTER, J. ELLIS, G. and GIRARD, D. (2002). The Primary English Teacher’s Guide, New Edition. Pearson Education Limited, Essex, U.K../BYRNE, D. (1997). Teaching oral English. England, UK: Longman. /COUNCIL OF EUROPE. (2003).Common European Framework of Reference for Languages: Learning, teaching, assessment. United Kingdom, U.K: Cambridge University Press./GARDNER, H. (2001): Reformulated Intelligence. Multiple Intelligences in XXI Century.Buenos Aires: Paidós. /HARMER, J. The Practice of English Language Teaching. London: Longman, 2008 (4th ed.)./NUNAN, D. (2010): Language Teaching Methodology. Anaheim University Press. As to the Legal framework I will take into account the Decree 89/2014, of the 24th of July, which establishes the curriculum for Primary in Madrid. / LOE (Organic Law of Education), 2/ 2006 of the 3rd of May. / Organic Law for the Improvement in Educational Quality 8/2013, 9th December, LOMCE (BOE 10/12/2013)./ Royal Decree 126/2014, 28th February, by which the Basic Curriculum of Primary Education is established..Moreover, I will include the research into some webpages such as http://dictionary.cambridge.org/http://www.learningkids.comhttp://bbc.co.uk/