2014 San Diego Mini Regional
CATESOL Conference
So Many Choices, So Little Time
Saturday, April 12, 2014
Rady School of Management at
University of California, San Diego
Things to Remember:
Exude enthusiasm . It’s contagious.
Be sure to model the activity for your
Language Learners
in Active
students. They will love to see
you participating!
Remember to select topics that will
reinforce target language points
or vocabulary .
Students may feel more comfortable if you
give them privacy for the
first few recordings. Let them walk
around campus to pick a spot in which
they feel comfortable .
If you store the device students record
on, treat the recording like a journal.
Allow students to select
which recording you review. Give
them the power to delete anything
Contact me:
Katrina Tamura
[email protected]
760-744-1150 x5463
they do not want seen or
Clipart courtesy FCIT
Presented by
Katrina Tamura
ESL Instructor
Palomar College
Devices Used
Self-Reflection with Video
Self-Reflection with Voice
Step #1 : Journal/ Pair Practice
Students engage in spoken journals. One student
Voice recordings are also very effective for self-reflection
interviews the other. Students are given specific questions or
and increasing active communication. In my class, stu-
topics based on targeted language points
dents record me reading a passage. They are then asked
Step #2: Self-Reflection
In this stage, students will view their videos and do a selfreflection activity. Some recordings will be followed by the guidMany students have
Digital camcorders
cellphones with video
can be used and aid in corders make it
and voice recording
easily collecting video easy to create a
files for making an
record of your
capabilities. They
love using them to
outcome video.
record their own
Digital voice re-
students’ speaking progress.
Benefits Observed
•The camera enables the student to reflect on much more than
just his/her textbook knowledge of the target language.
• Students use the target language beyond the safety of pair
work. This provides opportunity for students to engage and communicate with a larger community.
•The camera empowers students. They become bold interviewers holding the camera between themselves and the interviewees.
Listen to and record the instructor reading the
should not be used every time to avoid creating anxiety or mak-
Record yourself reading the same passage
ing this activity a chore. It should be fun and allow for free re-
Listen to yourself. Identify areas for improve-
ment. Record your WPM.
Step #3 :Reaching Beyond Comfort Zone
Over the course of the week, the student should
In this step, students will interview people other than their part-
become more aware of enunciation and more
ners. This can be done within the classroom, but ideally, this
familiar with the grammar point or vocabulary
step will take students outside of the classroom and into their
targeted in the passage.
community. This gives them additional practice and opportunity
to strengthen language skills and confidence. In this step, student’s become teachers as they encourage the interviewees to
participate and help them to answer questions.
With the help of the other teachers in my program, my class has
interviewed students, teachers, and staff members from multiple other classes and different levels.
Steps #4 and #5: Outcome Reflection
•The activity promotes technological literacy. Students are ex-
In these steps, students will answers questions to reflect on
posed to and learn how to utilize cameras, phones, USB drives,
their experience. They will select a video of themselves to turn
and computer applications/software.
in to you for review. These final submission videos will be col-
•Students are engaged. Therefore, attendance and dedication to
lected and viewed as a class.
participation increases.
once a day, for one week.
ed self-reflection while others will not. The guided reflection
•Engaging in repetition, students practice a targeted learning
point and take ownership of the language they are using.
to go home and read the same passage for one minute,
Read aloud in class.

Engaging Language Learners in Active Communication through Self