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#English jumps off the page with the help of the Ludenso Augmented Reality app!
That way, the textbook images, objects, and concepts of Hashtag English come alive in 3D, bringing depth and excitement to the learning journey for every student at CEFR level A1-B1. Additionally, students have the chance to listen to the series' audio tracks and watch grammar-related and theme-specific videos to further understand and consolidate topics or structures.
Ludenso's table of contents gives a clear overview
of the available resources and the students' progress.
Why Augmented Reality in the English as a Second Language class?
Accessing videos, audio tracks, and 3D visualizations in and out of class can offer several advantages for students learning English as a Second Language:
- Engagement: Incorporating multimedia content through phones can make the learning experience more engaging and interactive. Videos, audio tracks, and 3D visualizations capture students' attention and sustain their interest.
- Improved Pronunciation and Listening Skills: Listening to audio tracks or watching videos can help students improve their pronunciation and listening skills. They can hear native speakers' accents and intonations, which can be challenging to replicate through traditional teaching methods.
- Visual Learning: Visual aids, such as 3D visualizations and videos, can assist students in grasping complex concepts, especially when it comes to learning a new language. Visuals can make abstract ideas more concrete and easier to understand.
- Cultural Exposure: Videos and audio content can expose students to different accents, dialects, and cultural contexts, helping them become culturally aware and competent in various English-speaking environments.
- Self-Paced Learning: Allowing students to access multimedia content on their phones enables self-paced learning. They can revisit videos or audio clips as many times as needed to reinforce their understanding.
- Flexibility and Convenience: Students access language learning resources whenever and wherever they choose.
- Inclusivity & Multimodal Learning: Digital learning resources can cater to different learning styles and abilities, allowing students to learn better through multimodal instruction that extends beyond their classroom.
Interested in learning more about the meaningful use of technology in the ELT class
or the ways you can transform learning through digital tools?
Read our articles!
Mobiles in class? Yes, but show them how!
Helping students use their phones mindfully and preventing disruptions in the classroom requires clear guidelines and proactive strategies.
Here are some tips to achieve this!
- Establish Clear Expectations: Communicate clear rules and expectations regarding phone use in the classroom from the beginning of the course. Emphasize that phones should be used for educational purposes only during class time
- Create a Phone Policy: Develop a written phone policy that outlines the acceptable and unacceptable uses of phones in class. Include consequences for violations of the policy and ask students to create posters and other reminders, which you can then stick around the class.
- Active Engagement: Encourage active participation by having students use their phones for class activities like quizzes, polls, or group projects.
- Designate Phone Zones: Establish specific areas or times when phone use is permitted, such as during designated breaks or in a designated "phone zone" within the classroom.
- Use Classroom Management Apps: Consider using classroom management apps that allow you to monitor and control students' device activity during class, such as blocking certain websites or apps.
- Offer Alternatives: Provide alternative resources and activities that don't require phone use, so students have options if they find themselves distracted.
#English is our latest coursebook for CEFR Levels A1-B1!
Explore the series' content and take a look at the first episode of the CodeCrackers, here!
