Courses & Curricula 

--George Otte, Baruch College/CUNY 

I have used the same methods I described with respect to my basic writing classes in ESL classes as well. I think these constituencies have a lot in common, with the difference being that both fluency and correctness tend to get still more emphasis in ESL instruction, making the use of computers to address those issues that much more logical and desirable. My ESL students have also shared with my BW students a strong affective reaction to computer use: for different reasons, but at least to the same extent, they are painfully conscious of how far their English proficiency is from some college-level standard, but the technology helps to define their experience as "collegiate"--as sophisticated, "adult"--and allows them to feel that, whatever their mastery of English, they are mastering a culturally valuable skill. We also have some "homegrown" interactive software on a number of points of grammar and syntax, from sentence combining and editing exercises to specific instruction in things like phrasal verbs and article use, and, while I think drills and exercises have limited usefulness in basic writing, they tend to be more useful in ESL instruction--and ESL students certainly find the computer interface more inviting than working through a handbook or workbook. (next entry)