is a SPEAQ-quest?
do you create a SPEAQ-quest!
We show-case and are looking for two categories
of ESL WebQuests, both taking into
consideration the interest and
language levels of the targeted
students and considering the
framework of the MELS programs
(develop competencies, be explicit
about using strategies, language
first language WebQuest used with
written permission of the original
An original SPEAQ-quest that a
teacher creates following the
adapted SPEAQ-quest outline.
WebQuests are recognized as
teaching and learning tools that
incorporate a variety of recent,
accepted and essential pedagogical
elements including; inquiry-based
learning, developing critical
thinking, targeting students’
motivation through meaningful tasks,
a cooperative, collaborative (sic
constructivist) environment with
guidance and support as well as the
integration of technologies.
Moreover, we often hear that
integration of technologies is very
difficult because of limited
computer lab availability, or even
an absence of availability. We also
hope to demonstrate the
possibilities of the WebQuest
approach to teaching with a minimum
of ICT resources or none at all in
WebQuest and consequently a
SPEAQ-quest is developed with
the following elements:
that sets the stage
and provides some
that is doable,
needed to complete
description of the
to organize the
that brings closure
to the quest,
reminds the learners
about what they’ve
learned, and perhaps
encourages them to
integrated into the
SPEAQ-quests are value-added
hybrids of WebQuests that
include essential elements
relative to the Quebec ESL
context and in harmony with the
current MELS programs.
considerations involve including
links to the Broad Areas of
Learning (BALs), the
Cross-curricular competencies (CCC's),
the ESL competencies, as well as
essential knowledge (elementary)
and relative content
(secondary). See the Teacher's
In effect, SPEAQ-quests
special consideration the language levels of
the students and provide limited
and/or appropriate language to the level of the
students as well as
image(s), etc. to enhance understanding
and solicit interest,
intrigue, cognitive conflict, etc.
call into play
different facets (Competencies and
Knowledge/Content) of language learning.
to organize the
explicit strategies, language conventions as
well as writing
and production phases.
lead the students
including cooperative and collaborative
roles to encourage oral interaction.
elements of a Learning and Evaluation Situation.
product that is fulfilling for the student
and appropriate for the levels of language
competencies the student is developing.
in place or
Are all 3
end or the
What is the
answer were available
at http://www.ualberta.ca/~gkoble/project/ which
Adapting Instruction for ESL Learners
There are a few key steps teachers can take to adapt regular curricular material for ESL learners.
- Identify and organize curricular outcomes required to achieve the desired level of proficiency.
- Identify the necessary skills and abilities present or required in the students to achieve these outcomes.
- When selecting reading materials, use highlighting or other strategies to draw each student's attention to particular elements of the text.
- Draw on interesting and relevant topics to encourage participation.
- Use resources identified within the program of studies wherever possible.
- Employ visual aids to reinforce the meaning of textual material whenever possible.
- Simplify assignment objectives and expectations - use more formative assessment and less summative assessment strategies.
- Balance assignment content to place equal emphasis on reading and visual recognition.
- Embrace group work, pair work, and community learning strategies.
- Allow student input into assignment creation.
- Accommodate assignments in breadth and depth accordingly.
- Utilize a three-pronged approach to ESL instruction:
- Develop content knowledge
- Develop academic proficiency
- Develop English language skills
- Employ reading strategies from the English Language Arts model:
- RAFTS (Role, Audience, Form, Topic, Strong Verb)
- PQ4R (Preview, Question, Read, Reflect, Recite, Review)
The WebQuest Design Process
is a page that provides insight into the
original WebQuest design process which is
mirrored in a SPEAQ-quest with an accent on
is a link that provides a sampling of
videos that explain and demonstrate
components of WebQuests
WebQuest Design Patterns
explain and demonstrate design patterns for
specific learning goals in relation with
types of content.
for more information on
the components of a SPEAQ-quest