Technology and English language learners

I am fascinated with teaching English language learners. I believe that educating these students challenges teachers to innovate, provide the utmost in differentiation, be advocates, raise student achievement in a “gap population,” and recognize and encourage the strengths of multi-linguals in our increasingly globalized reality. The following cartoon is a pretty good illustration of how impressed I am with the grace with which my students are overcoming the challenges of learning academic content in a foreign language:

© 1982 NEA, Inc.

This Frank and Ernest cartoon is reportedly the origin of the now-famous statement often wrongly attributed to Ginger herself, that she did everything Fred Astaire did, only backwards and in high heels. Former Governor of Texas, Ann Richards, is also often wrongly credited for this quote, because she used it in her keynote address to the Democratic National Convention in 1988.

The numbers of non-native English speakers in this country are on the rise. This has caused a drastic change to the demographics of American schools. Waters notes that, “Between 1989-1990 and 2004-2005, enrollment of ELL students in U.S. schools increased 150 percent, from roughly two million to well over five million.” It seems I find myself investigating a growth industry.

How can teachers use technology to enhance understanding and vocabulary building in ELLs?

I have used Rosetta Stone and other language and literacy development software personally and with my students. The findings of Renee Ybarra and Tim Green of California State University support my experiences with their research based conclusion:

“Computer-assisted instruction has been shown in a range of studies to facilitate learning in a variety of ways. Computers can be used to aide in teaching English Language Learners in core academic subjects, such as reading and writing. Computers can aide in vocabulary development as well as verbal language development. Ultimately, however, it is important to recognize that computers are not a substitute for effective teaching. Computers are a tool--they are simply one type of supplement to the regular curriculum in teaching English Language Learners as they develop their English language skills.”

Based on my research, there is strong evidence to believe that technological tools can greatly enhance the learning of ELLs. Technology can allow students to work at individual paces without fear of what other students or even their teachers may say or think about their responses. Students who are uncomfortable with the language can avoid frustration and enjoy more success when allowed to practice in a way that is private and personalized. Technology can be used to help provide such an environment. Instead of a feeling of differentness and struggle, students’ improvements are quickly recognized and rewarded in a tangible way. By using computer programs a student can receive immediate and specific individualized feedback far more efficiently than a teacher can provide it for an entire class. “Computers can incorporate various learning strategies as well as accommodate a variety of learning styles.” (Ybarra and Green 2003) Students’ interactions with technology in a specialized text-rich framework lead to improved language understanding and acquisition.

A study of ELL children using computer books in groups found that students used, “various modes of language functions to accomplish their reading,” and later used language to communicate with their group members by making commands, sharing opinions, asking questions, and giving responses. “Initially, there was a lot of computer related talk, but as students became more familiar with the format of the stories and software, their talk became story related.” (Liaw as referenced by Ybarra and Green) Students moved from familiar technology talk to social interaction and literary analysis.

Students interact with technology on a daily basis and are usually comfortable using it. It is also a great way to promote participation and student engagement. Roman found that using email and other web based communication formats students could have interactions with peers while practicing English. “Language is a living thing, so the best way to learn a language is in interactive, authentic, environments.” He further states that, “Problem solving is the focus,” when students use the internet and software to “observe, think, question, organize, and test their ideas.”

Increasing numbers of ELLs and increased access to technologies at schools will certainly affect the future of teaching. I will continue to delve into research on this important topic and develop an actionable plan for use in my own classroom.

References

Ybarra, R. & Green, T. (March 2003) Using technology to help ESL/EFL students                      develop language skills. The Internet TESL Journal, volume IX. Retrieved from http://iteslj.org/Articles/Ybarra-Technology.html

Ginger Rogers at Reel Classics: Article 2: Backwards and in High Heels. (n.d.). Reel Classics: Elizabeth's Classic Movie Homepage. Retrieved April 18, 2012, from http://www.reelclassics.com/Actresses/Ginger/ginger-article2.htm

Journals - Teaching Tips - TESL China / China ESL Board Teaching English as a Second language in China,free esl materials,Chinese Schools,Chinese Hotel,China Job - Powered by TESL China. (n.d.). TESL China / China ESL Board Teaching English as a Second language in China,free esl materials,Chinese Schools,Chinese Hotel,China Job - Powered by TESL China. Retrieved April 18, 2012, from http://www.tesl.com.cn/dz/bbs/redirect.php?tid=8828&goto=lastpost

LEP Census Statistics. (n.d.). Empire Justice Center. Retrieved April 6, 2012, from http://onlineresources.wnylc.net/pb/orc

Waters, J. (n.d.). ESL Technologies : The Universal Language -- THE Journal. THE Journal: Technological Horizons in Education -- THE Journal. Retrieved April 18, 2012, from http://thejournal.com/Articles/2007/01/01/ESL-Technologies--The-Universal-Language.aspx?sc_lang=en&Page=6