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Riazi, M. & Shahini, G (2011). A PBLT approach to teaching ESL speaking, writing, and thinking skills. //Elt journal 65//(2), pp. 170-179.

The philosophy based language teaching (PBLT) approach is used to improve thinking and productive skills. This approach is based on philosophical questions with a social environment in order to communicate ideas and thoughts. In a class based on PBLT, the students read a text in order to come up with interesting questions. Since questions do not have a correct answer, students feel comfortable participating with different ideas. Then it help students to practice communication and thinking skills. Authors made a __comparision__ between two different groups, one as a control group and the other as an experimental group; being this last one where the PBLT approach was applied. Using students´ grades, authors made a comparision between both groups and they found that the experimental group had a __higer__ score in a test than the control group. However, authors underline the fact that students seem to be more interested in participating during these classes.

In language teaching, the PBLT approach helps students to think deeply and communicate their ideas. According to the students who participated in experimental groups, these classes were motivating because the questions made in class were critical, thought-provoking, and the discussion allows students to give opinions rather than imposing ideas. That is why interesting questions which have subjective answers encourage students to think deepe__r,__ and encourage them to participate. The PBLT approach helps teachers to enhance participation specially with shy students. As a teacher, __I__ have noticed students sometimes get shy when they are asked a question. When I asked them out of class why they do not answer, they say most of time they are afraid to be wrong. Then, the PBLT approach may be the solution for this specific problem. Using philosophical questions, students will not be worried about giving wrong answers, but they will be motivated to participate because of the tolerant atmosphere in the class. This approach helps students to improve their communicative skills through promotion of critical thinking and social environment.

Yañez, L & Coyle, Y. (2010). Children’s perceptions of learning with an interactive whiteboard. ELT Journal 65(4), pp 446-457.

Interactive whiteboards (IWBs) are recently used in primary schools and they seem to be attractive for children. However, because this is a new technology, there is not enough research about the effectiveness of this technology in the educational field. A study was developed by the authors in a British school in Spain. A group of 12 students (8 years old) which were taught with IWBs in class was interviewed. The teacher was the interviewer in order to make feel the students more comfortable. On the other hand the students were interviewed in an only group to make more fluid the interaction and to prevent they get tired. All students agreed that they like classes with IWBs because they learn with games, classes are more fun, and it is easier for them to understand the lesson. However authors suggest that because IWB integrate multimedia content (Sound, video, text, and animation), students with different learning styles are encouraged to learn.

IWBs are an interesting tool for language teaching because they allow to present different kind of content and teach trough games. Teaching can be very effective specially for children who like to play games and they are attracted to the way content is presented. The most important aspect authors mention is that this technology reproduce sound, video, text and images; so IWBs are appropriate for most learning styles. I consider IWBs simplify the work of the teacher and make simpler the use of technology. When giving class in college and presenting multimedia content, about 10 minutes of class are lost because of the preparation of the equipment. Then IWBs simplify all this work, and offers great possibilities adapted for different students.

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