WEEK SIX
 
This week we are learning about ESL or English as a Second Language.  In the Technology to Teach Literacy (Anderson, 2008) book that we are using, I was reading about utilizing technology as a tool to engage elementary children in their process of learning English. This discussion took me back to my first experience working technology and students with physical disabilities.

Many people do not think about it, but sign language and braille are both languages.  For many college students, English is a second language to them and they therefore work with an ESL specialist.  With the wonderful advancements in technology, students are able to "speak" in English, "read" English language, and "hear" English language even if they are unable to speak, see or hear.

Most people over the last year have probably seen commercials for a computer program called "Dragon Naturally Speaking".  This is a program which allows individuals to speak to a computer and the computer will type and edit documents for the person.  It is a very common program these days, but a decade ago, it cost a great deal of money for colleges to have licenses for students to utilize. 

When I first started purchasing the program for my institutions, I had students who were unable to utilize their hands for typing or were visually challenged.  "Dragon" would allow students to "type" their assignments, answers to tests as they were being read to them, compose papers, or even just sending simple emails without assistance of someone else.  The program would read back what was typed, including punctuation and even suggested spelling corrections; as with any spell check. 

There are numerous programs being utilized by my institution and others which level the playing field for our students to be able to work within their own physical restrictions without placing educational limitations upon them.  These programs, while in the past focused upon education, are finding their way into the workforce.  I know that my institution, for one, has a training center established to teach employers how to work with the technology and their challenged employees to benefit both their company and the individuals.

When it comes to students with hearing challenges have long had signers as translators in the classrooms.  However, for students like myself, I needed something more than a translator.  I need subtitles.  In a world that centers around visual and auditory technology, subtitles are a must if you cannot read a person's lips or have a translator available.  While it may seem to many that all television shows and films available automatically have subtitles, it is not true.  Subtitles are still being written for many films and older programs which are not shown on a regular basis.  Because of this, some students are not able to participate in the full viewing of certain courses' materials; especially if commercials are involved.

 Many of my classmates are young enough to be my own children.  So they do not really remember when there was a world without internet; but I do.  I remember when the internet began and it grew rapidly with sound.  However, institutions had to make sure that students who could not hear those sounds were still included.  So we have to make sure that the sounds are subtitled for equal access. 
Visually challenged students must receive their own form of subtitling on websites also.  Through auditory subtitles, individuals can navigate through websites on their own. 

When I am with my friends,  who are not in the field of education, and the topic of English as a Second Language or ESL comes up, everyone automatically thinks of Spanish.  But ESL is so much more than that, especially when technology is concerned.  ESL is making sure that everyone is able to be included in the learning process.  I know that there are many advancements in educational software and tools that can assist in this area which I need to learn, as I am blogging.

Reference:
Anderson, R., Grant, M., & Speck, B. (2008). Technology to teach literacy: a resource for k-8 teachers (2nd ed.). Upper Saddle River, New Jersey: Pearson Education.