Adam Kaplan, Lead Customer Success Manager at Voxy, offers personal insight into the challenges and rewards of second language acquisition, reflecting on his time abroad in France, Colombia, and Vietnam.
Through their ambitious and recently launched Saudi Vision 2030 plan, the government of Saudi Arabia is prioritizing educational programs as a key part of diversifying the economy and spurring innovation. Voxy has partnered with its local distributor, the National Company for Training and Educational Technologies, to bring English language instruction to nearly two million learners.
Now more than ever, the education industry is focused on “gamification,” or creating learning activities from games. But many of the things that make playing a game fun are the same factors that make language learning hard. Let’s explore several ways game and language application designers can bridge this gap.
Voxy’s Dr. Katie Nielson recently wrote an op-ed that was published by The 74, an online education-focused publication. Dr. Nielson takes on the very timely challenge of educating young recent immigrants in English. Here is a short excerpt: Like any student group with additional needs, English learners can achieve academically with access to sufficient resources …
A couple of weeks ago, I was asked to participate in a panel discussion on trends in Education Technology. The panel was comprised of participants from four different companies focused on different aspects of technology-mediated instruction, including one using compression technology to make streaming videos accessible in low-bandwidth areas, one that created a tool to …
We know from copious amounts of research that instruction works best when it is personal. Yet daunted at the prospect of sorting this out, many language programs revert to the outdated approach of just assigning everyone the same thing. However, maybe incorporating individualized instruction into a group curriculum isn’t as hard as it might seem.
There are over 43 million immigrants in the U.S., and more than 20 million are adults who are what’s called “Limited English Proficient,” or LEP. This means that on top of all the struggles they face to provide for themselves and their families, they have a huge and staggering additional barrier–not understanding English. Yet our ESL programs often don’t address the multitude of needs of this population in solving the real-world problems they face in their daily lives.
Teaching a foreign language to first-time learners is hard. Students wonder how they can possibly language the language when they don’t know anything, and teachers grapple with speaking in the target language even when they know their students don’t fully understand. Ultimately, it comes down to setting expectations.
Standardized tests have been both vilified and venerated, and despite their well-documented shortcomings, they are widely used in many high-stakes circumstances. But with the introduction of other measures of proficiency, performance, and assessment, we gain a far more robust picture of a learner’s capabilities.