Blogging about Blogging

Image found at: http://paintermommy.com/funny-cartoons-about-blogging

Educational blogging is a new thing for me.  It's not my first rodeo in the blogging world; I created a blog when I went traveling, partly to document the crazy things that happened to me, and partly to make updates easy, quick, and a one-stop shop for my family and friends at home.  Overall, I enjoyed updating my blog (although I began to lose steam once I returned home and the blog was dismantled).

Because of my reintroduction to blogging, I chose to conduct my research on "blogging in the ESOL classroom" for my Educational Technology research paper.  Being a strong believer in journaling to help students--especially language learners-- with reading and writing skills and practicing the language in a low-anxiety situation, blogging sounds ideal.  Kids love to use technology, (although adults may feel a bit wary of it initially), and the earlier they are introduced to it, the more familiarized they may become with it; technology does not seem to be going away anytime soon.  Additionally, writing is an activity that my own students are completely reluctant to complete.  Perhaps it's a struggle with handwriting or the freedom of the assignment that they find intimidating.  For whatever reason, blogging seems to be a fun way to motivate students to write and express themselves in an environment with a real audience.

Image found at: http://paintermommy.com/funny-cartoons-about-blogging

One of the greatest ideas that I gleaned from my research was to split the school year between reading and writing blogs.  In one study that I read, students read blogs that were written in the target language and came to find similarities and cultural understanding between the blogger and themselves.  Just imagine: for students learning French, they could follow a variety of French bloggers who focused on different themes (fashion, current events, etc.) that would interest students and provide a look into their lives while practicing the language authentically.  For the second semester, students wrote their own blogs.  The students were able to use the blogs they read to model the blogging process, and students were able to improve their language skills through this exercise.  From this study I am inspired to start reading blogs that are written in languages I want to learn and relearn, and then have a go at practicing the language on my own.

Another great idea that I found was one in which the instructor created a shared class blog where students could respond to one another.  This blog served to extend the class time, which was ideal for an advanced language course where the students were excited to learn and were benefiting from the extra practice.  This blog created a great sense of community between the students.  They really got to know one another and respect each other through the blog world, which then encouraged all students to take chances linguistically without the fear of ridicule. The community atmosphere in the classroom is one which most, if not all, teachers desire to have.  Students who work together to support each other as they learn not only can help one another learn, but create friendships that go beyond the classroom.

The issue of being nervous and embarrassed about the public nature of blogging makes complete sense to me, particularly when first learning a language.  If I do create a blog to practice the language, I might even adjust the viewer settings until I feel confident in my abilities.  I remember feeling anxious and self-conscious about making mistakes, especially when getting feedback, or corrections, publicly.  Learning a language can definitely be scary, and I think that it's a good thing for teachers to acknowledge that.  Creating a community within the classroom can help students feel more comfortable with one another and avoid all of the nerves and self-consciousness.

One reason why I, and presumably many other people, enjoy blogging is the freedom that it allows.

Image found at: http://www.voxuspr.com/blog/2012/09/tips-seo-social-media-blog-posts/

I can take my time to write my blog posts from the comfort of my home, a coffee shop, or even on my break at work.  I can write when the assignment is first mentioned, when I feel inspired, or I can wait until the night before the assignment is due.  It's up to me.  I have control over my assignment in terms of how I want it to get done (as long as it gets done!).

I can also choose to write in my own style and, mostly, about my own interests.  These freedoms motivate me to continue blogging and say what I have to say and what I want to say.

One of the interesting things that I found in my research was that students did not necessarily address the comments made by their peers.  Blogging was a personal space for students to express themselves rather than a space to get feedback from others.  Bloggers come to feel confident in their writing and take ownership of it; the writing becomes part of the writer.  

Some of the negative aspects of using blogs for language learners include the fact that many students from my research felt that writing finished pieces in the target language required too much time and effort, and that it took a lot of the joy out of blogging.  I had pen-pals to whom I stopped writing for that same reason-- it took so long to write anything in a new language.  I wanted it to be correct.  I wanted my message to get across, and I didn't want to acknowledge that my language skills were not up to par.  Here, I think it's the requirement of the teacher to explain what the purpose of the blog is for the students in the classroom.

One of the greatest problems that occurred with blogging in the classroom was the fear of making mistakes.

Image found here: http://loyalkng.com/2010/02/02/mr-eraser-doesnt-like-it-when-people-make-mistakes/

When learning a language, taking chances is terrifying but completely necessary in order to improve.  If only teachers encouraged students to express themselves creatively more often than emphasizing perfect grammar, I think we would have students that are more willing to take chances and express their own ideas and innovations.  I feel that the restructuring of the schools is aiming to stamp out the creativity among students; students should memorize facts, then regurgitate the answers on standardized assessments.  The mentality in schools is usually that there is one right answer rather than allowing students to explore, question, critique, and discover. One study suggested that the students use the traditional notebook and pencil to write informally to the teacher because it limits the number of readers and publicity of the assignment.  If the teacher is encouraging students to write freely and without concerns over accuracy, I'm not sure blogging is the correct way to go for all students. Blogging may be better left to more advanced English speakers until students have gained the confidence to write in a public atmosphere.

If the aim of the instructor is to extend the school day and foster a sense of community, a shared class blog may be more beneficial for students.

Or, if the teacher wants students to practice publishing work through process writing, blogging may make the writing process easier for readers and writers alike.

And, if the students are looking for a cultural understanding and exchange, the teacher may want to encourage students to read blogs written by target language speakers and use those as models for the student writing.

Developing connections among students of different cultures can have a plethora of benefits, and teachers should explore the various resources available to them to encourage expression and open communication.

Overall, I think that blogging can be extremely beneficial for the students to practice literacy skills.  I think that students should be familiar with blogging tools and opportunities and given the freedom to write in ways that do not make it feel like an obligation to participate.  Additionally, I think that the teachers need to evaluate the purposes of using blogs in the classroom and determine what they want their students to get out of it.  Blogging may be beneficial for advanced students, and perhaps should be reserved for ready-to-publish pieces of writing for intermediate students. Teachers should aim to help students understand the culture of others and foster a community in the classroom--the classroom should be a safe space for students.  Blog-writing may be best used for beginner and intermediate students as an extra credit assignment, and journaling used to encourage students to write freely and without anxiety of embarrassment.

The blog world is unique and riddled with possibilities, but the teacher should evaluate the nature of the assignments and burdens it may place on students before integrating it into the class structure.