History and international affairs

I'm a huge believer in the importance of history and current events in education. I spent most of my undergraduate work studying international affairs and hope that my interest in the world will be passed on to the students that I teach. While browsing through my favorite blogs, I came across the Palmer Language Blog. This particular blog is focused on the study of language and how linguistics is applied to education. In the Linguistic Injustice Rant, the blogger discusses the Spanish language and it's role in the United States and world as a whole. I was immediately interested in the blog not only because I happen to agree that Spanish speaking countries often play "second fiddle" to the Middle East and Africa, but also because the relationship between the U.S. and these countries in the Western Hemisphere was formed over 200 years ago. Historically, European countries were told not to meddle in the West, and it seems that the tradition has continued well into the 21st century. The United States seems to have gotten a little sidetracked from their role in Central and South America because of the many other problems they are trying to fix throughout the world.

Monroe Doctrine

Feeling "Braver" about a digital classroom

After reading chapter 1 in Robert Blake's A Brave New Digital Classroom: Technology Focus and Foreign Language Learning, I am beginning to feel more at ease with the increasing amount of technology available for use in the classroom. My fear stems from the idea that perhaps technology will "take over" and the traditional classroom (and I know all traditional methods are not necessarily good ones) will become obsolete. Blake addresses this issue, which I'm sure is shared by many others, when he states that technology can be successful, but it "depends on how it is used in the curriculum," (2). Following the communicative goal of second language acquisition, the teacher remains the facilitator and technology is the response "to what practitioners understand or believe to be true about SLA," (11). In other words, technology use should be driven by second language principles, like negotiation, collaborative learning, and peer interaction. Technology, when used appropriately, should enhance the learning environment, not detract from it. 


Learning a second language is an interactive process, and as Blake says, the Internet it "preferred tool" of communication (5). Teenagers aren't the only ones who rely on technology. As a working adult, I cannot imagine what I would do without email. To think if I had to call everyone I correspond with, instead of just typing out a quick note... In this light, the Internet in a L2 classroom (or anywhere) facilitates peer interactions and collaborative learning. While it certainly should not be the only method of communication in the classroom, the Internet provides the opportunity to really enhance student contact with their target language.