Research Paper - Blogging in ESL Classrooms

For my professional paper, I researched the topic of using educational technology in English as a Second Language (ESL) classrooms, specifically the use of blogs. I wanted to find out how effective blogging could be with English language learners so that I could decide whether it would be a useful tool to use in my future classroom. I decided to start my research by going more in depth into what characteristics are required for effective second language acquisition. Thomas and Collier are two leading experts on second language acquisition, and have published a well-respected article on bilingual education and components of effective SLA. They found that there are four components to SLA that must be present in ESL classrooms in order for English language learners to reach their full learning potential: academic development, language development, cognitive development, and sociocultural processes. 

As I did more and more research on the topic of blogging in the classroom, I began to find many connections between the effects of blogging and the components of effective SLA. The benefits that blogging provides to ELLs align very significantly with these four components, which would allow one to argue that using blogs in an ESL classroom could be very effective for students who are developing language proficiency in a second language. For example, when students are blogging, they are engaging in reflection and critical thinking skills. These skills, in turn, help students develop their cognitive thought processes - a critical component of SLA. Blogging also provides ESL students with authentic and meaningful interactions with other learners across the world. Authentic communicative situations are essential for ELLs to develop proficiency in a second language. Almost all of the characteristics of blogging that I found during my research aligned with at least one of the four components of SLA.

As a future ESL teacher, I would definitely use blogging as a medium of instruction in my classroom. I think that blogging provides ELLs with so many opportunities to build their language skills in a real, meaningful way. They increase motivation in students, because students are given choice and responsibility in their blog posts; this can instill a sense of pride, self-confidence, and esteem in non-Native speakers who may feel uncomfortable or insecure with their new language. Blogging also allows learners to connect across the globe, sharing their cultures, customs, languages, experiences, and values. When students have the chance to connect worldwide, they develop global and cultural awareness that is often not present in a confined classroom. 

While blogging has many benefits to ELLs, and all students in general, it has to be implemented in an effective and structured manner. Teachers need to keep in mind that not all students have access to technology outside of the classroom, so they need to allow students class-time to work on their blogs. Many students may not have experience with the basics of using a computer, so teachers need to provide full, sequential instruction so that students are not overwhelmed by new information. Teachers also need to find ways to keep students engaged in the blogging process. This can be done by giving students choice about their blog topics, using partner blogs, having students comment on each other's blogs, and more. Blogging can be extremely effective for ELLs if it is implemented in an efficient and effective manner!