Unit 10 - Technology and ELLs

Even though my future goal is to become a middle or high school librarian, I am also a certified English teacher (7-12) and ESL teacher (K-12). I have had the opportunity to work with ELLs in a high school setting as well as Adult ELLs in a home setting. During both experiences, technology was used heavily in order to teach basic skills.

In the article “The Word and the World: Technology Aids English-Language Learners,” Maya Payne Smart discusses the value of technology in ELL instruction. She talks about an elementary ELL classroom in California:

“ "Mistakes Welcome Here -- You can't learn without them!" That banner, along with brightly colored posters and an impressive array of computers, digital cameras, scanners, and printers, sets a vibrant scene. But it's the students who bring character and action to the fore with their laughter, curiosity, and multimedia productions” (Smart, 2008, p. 1).

ELLs make up more than half of students in any classroom across the United States. With this in mind, teachers need to find effective means of instruction to teach these students. Smart goes on and suggests that the best way to reach ELLs is by using technology. Smart writes that “ an array of technology helps engage students and provides the structured one-on-one English practice they need” (Smart, 2008, p. 1).

While we focus on technology as a tool to help students learn in meaningful ways, we often forget that certain students, like ELLs, benefit even more from the use of technology. There are programs available that help ELLs develop fluent English by providing images to associate with English words and text-to-speech features. Using technology with ELLs is extremely beneficial due to the fact that it provides individual instruction which is often needed for those with limited-English skills.

The article goes on to talk about the authentic connections that technology provides ELLs which corresponds to the idea of meaningful learning that is discussed in Chapter 1 of Ashburn & Floden. According to Ashburn & Floden (2006) meaningful learning has six attributes: intentionality, content centrality, authentic work, active inquiry, construction of mental models, and collaborative work (p. 9). Because ELLs have limited English skills, the importance of making authentic connections and producing authentic work is even more important for these students.

Often, ELLs are able to talk about things, but they cannot put the same ideas into writing. Technology allows them to put meaning behind their words and allows them to make connections to things in their own lives.

Smart’s article (2008) suggests that “Basic Internet, word processing, and presentation technologies can facilitate authentic connections to the world” (p. 2).

Often, educators will find that while ELLs may not understand English, they will understand the technology they are able to use. The technology is just a tool that allows for the six attributes described in Ashburn & Floden to occur during a meaningful learning lesson with ELLs.

All in all, the benefits that surround technology in education are endless. Not only can technology be used to reach those with disabilities, limited English, and “regular” students, it can also be a means of collaboration and communication between educators, parents, and administrators. Therefore, I believe as a teacher and future librarian that it is my responsibility to be lifelong learner when it comes to staying up-to-date with technology.

Ashburn, E. A. & Floden, R. E. (2006). Meaningful learning using technology: What educators need to know and do. New York: Teachers College Press.

Smart, M. P. (2008). The word and the world: technology aids English-language learners. Retrieved December 8, 2009, from http://www.edutopia.org/technology-software-english-language-learners