Reading As Appreciation And Ownership

By Author: Amandda
Total Articles: 59
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Although WebQuests provide opportunities for integrating technology, content knowledge development, and linguistic accommodation for diverse learners, especially ELLs, their use as instructional tools has yet to be fully used. We contend that even WebQuests that are rated highly for content may lack design features that address the needs of ELLs. Existing WebQuests rarely provide resource links to alternative modalities (audio/video), nor do they provide resources to access are build on ELLs' linguistic and cultural background knowledge. Therefore, we argue that the quality standards for WebQuests set by Dodge (2001) and March (2008), as per the Cartier Replica rubrics and supplemental information on their Web Portals, do not necessarily make the most of the Web-based capabilities or include essential elements for addressing the needs of ELLs.

Even minor adaptations can help existing WebQuests to meet the needs of ELLs. On the process page, one can provide the appropriate scaffolding by making instructions clear and breaking down the final ...
... product into incremental steps. The collaborative activities required to complete the WebQuest task can give ELLs opportunities to participate and develop content knowledge and communicative competence in English. Multimedia features found on linked Web resources can provide ELLs with access to alternative texts, additional visual aids, and audio input. Arguably, one of the greatest strengths of the WebQuest is that it can scaffold Internet searches for students, rendering their searches more efficient and effective.

We have suggested several ways in which WebQuests can develop language proficiency and facilitate students' proficiency in information communication technologies and critical literacies, as suggested by the International Reading Association's (2001) position statement. We have also advocated for WebQuests that "challenge simple cultural interpretations" (Bean, 2002, p. 36) and encourage students "to go beyond pat responses" (p. 37). Including opportunities for small-group work, oral discussions, and debates throughout the process, and using websites that represent multiple perspectives and sources are two ways educators may begin to challenge stereotypes and develop more critical thinking.

In sum, we contend that WebQuests not only have the potential to encourage ELLs' exposure to a variety of sources but also can encourage students to question the validity, authority, relevance, and particular agendas Omega Replica Watches across multiple sources. The use of adapted and customized WebQuests in the secondary curriculum is likely to help ELLs develop the required competencies suggested in the adolescent literacy position statement (Moore, Bean, Birdsyshaw, & Rycik, 1999), by integrating content knowledge and academic language proficiency as well as technological and critical literacy competencies.