摘要：A group of fifth grade elementary students from J. H. House Elementary School in Conyers, Georgia, who engaged in an educational blogging project titled “Thinking and Writing Wrinkles Bloggers” during the 2003-2004 school year, found that blogging for an authentic audience motivated them to write and write and write some more. The project’s goals were to facilitate the process by which ESL (English as a Second Language) students develop their communicative language skills and to provide students of different ethnic backgrounds the opportunity to learn much from each other. My underlying premise was that blogs could be used as an effective tool to foster cooperative learning between native English-speaking students and ESL and provide opportunities for increased social, academic, and technological participation. In addition, I felt that the native English-speaking students could also enhance their language skills and have the opportunity to practice helping others with skills they had already internalized. Finally, I was sure that participation in cooperative learning experiences would improve language achievement and interaction between the two groups of students. Blogging did all that and more
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