ELLandTech-Stephany

 This is an important question to consider as a future educator because the United Sates education system continues to evolve and become more diverse with time. Students will vary from their background, personalities, and spoken language. Therefore, teachers need to adapt their teaching styles to cater to the needs of their students. Having such a diverse classroom can be difficult and challenging, especially when it comes to planning lessons that need to be adapted for so many students. An awareness of this topic is important for future educators because it allows them to become familiar with technology resources and tools that can benefit their ELL's language development. Too often ESOL programs lack enough support for ELL's, therefore, as a future educator it is up to you to provide your students with that extra support and encouragement. || **Personal Connection**  My connection to this topic is personal experience. Growing up, my first language was Spanish. Once attending school, I began to learn English. As a young girl, I remembered teachers often questioning whether I needed to be in ESOL or not because I had two languages. Although I never went into an ESOL program, my good friend did. As a young girl I saw her change before my eyes. Through the program, she was completely surrounded by other students who spoke Spanish as well. Unfortunately, instead of practicing English in the classroom, they began to speak more Spanish. This created more of a struggle for her as she attempted to learn English. If only her teacher had background knowledge on how she could assist her then my friend would not have struggled as much. The teacher could have introduced tools and resources to the ESOL program to improve her English language development. || ** Best Practices **  Using technology can make a difference in every English Language Learner's education. There are a wide variety of tools and computer programs available to assist these students in improving their English language. The following contains only a few of the many ways that technology can be used to help Ell's improve their English language:
 * How can technology be used to help English Language Learners (ELL) improve their English language? **
 * **Connection to Educators**


 * 1) __Social Networking/Pen Pals__-- Students can learn a lot by interacting more with other students. By having someone to write to, they will more carefully proofread their writing because they know someone will be reading their message. Not only does it give them a sense of purpose but it also allows them to contact other students around the world. Students can use this opportunity to talk to other English Language Learners so that they can learn and improve their English together. This also provides Ells with comfort when writing because they know that they are not the only one's attempting to learn a new language. This can be used for the writing portion of the day in a classroom, students can also work on this after school as extra practice.
 * 2) __iPods__-- Many students have already been familiar with iPods made by Apple. In fact, many schools have been banning the use of these mp3 players throughout the day. However, what many schools do not know is that they can use this tool to effectively teach students, especially English Language Learners. iPods have many benefits, one including the fact that they can be used almost anywhere you go. In a classroom, teachers can create their own podcasts that include language lessons. Students can then upload these lessons onto their iPods where they may listen to them as they please. The use of these iPods are important because not only are students already familiar to these items but they enjoy using them. The benefit of having these language lessons at the tips of their fingers at all times makes the iPod a very valuable tool. iPods can also be used for the reading portion of the day where they can download audible books onto their iPods and read along to their iPods. This assists ELLs because it allows them to hear how words are pronounced in case they are unsure.
 * 3) __Concept Maps__-- Concept maps can be used almost daily within the classroom. This provides students with a visualization of how they organize their information inside their mind. It is important to keep in mind that a teacher should not create his or her students' concept maps for them. In order for students to make the connection, they must create their own. One of the reasons this is such a strong tool to use is because it allows students to go back to their concept maps after time and they will be able to quickly review what it is that they learned. These maps can also be used as a presentation tool when ELLs are presenting to their classmates. This allows them with a smooth presentation because it allows the audience to view what it is the presenter is discussing as well as the connection he or she made among ideas.
 * 4) __Multimedia Projects__-- Learning some content can be very frustrating for ELLs when done straight out of the textbook. Students crave interaction and hands-activities. Therefore, through the use of multimedia projects, such as Web Quests, students have the opportunity to be more interactive in their learning. Web Quests allow students to research and find information on their own, rather than just having it handed to them. Another great multimedia project consists of the Jason Project, where it connects students with real scientists and events, as well as providing them with an videos, online activities, digital labs, and online broadcasts.
 * 5) __Multilingual Books__--Books that are bilingual in both the students' first and second language can also benefit students when learning English. They can make connections between words in their first language as they are reading in their second. Technology also plays a major role in this section where there are many tools available for students so that they can read in both languages. Students can create their own bilingual book as a project seen here in Thornwood Public Schools. There are also computer programs that provide scaffolding learning, activities on-line, and bilingual books for ELLs. An interactive program such as, Wiggle Works provides ELLs with leveled reading practice along with instructional support.

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**Annotated Bibliography **  The following is a compilation of peer-reviewed articles that provide examples and studies to prove how technology can improve the English language in ELLs.

Black, Rebecca W. (2009). English-language learners, fan communities, and 21st-century skills. //Journal of Adolescent & Adult Literacy 52//(8), 688-697. The author, Rebecca Black, claims that there are new 21st –century skills important for students to learn. These include items such as basic print literacy and technological literacy as well. These digital literacy skills are important for all students to learn at young age because our culture has become very dependent on technology. Black discusses her concerns with English Language Learner’s (ELL) learning these literacy skills because their first goal is to master the traditional literacy skills, which just includes simple reading and writing. Therefore, the author discusses the importance of instructing ELL’s the traditional language skills needed as well as the 21st-century skills. Black discusses methods where both of these skills will be met through the use of technology. This article mentions how technology can assist students to learn English as a language as well as their digital skills. Black discusses how online activity can be helpful to ELLs and how it might be beneficial to them. Through the use of fanfiction.net, students were able to improve their language skills as well as learning more about the Internet. This information is helpful because it explains how technology is important for ELLs and their language development.

Egbert, Joy. (2002). The name assigned to the document by the author. This field may also contain sub-titles, series names, and report numbers. A project for everyone: English language learners and technology in content-area classrooms. // The entity from which ERIC acquires the content, including journal, organization, and conference names, or by means of online submission from the author. // //Learning & Leading with Technology 29//(8), 36-39. This article is based off of a scenario for English Language Learner’s in a grade 5 classroom. Egbert begins the article by discussing the weaknesses of the sample lesson plan in the beginning. The lesson plan consists of grouping students to work on a Vietnam War project where they are to explore a different aspect of the war and present their findings at the end. ELL students were paired together and were not required to present. Therefore, Egbert discusses points about ELL’s and how to increase their learning opportunities. Technology has become a huge benefit for ELL’s and their language development. This article provides a list of resources available to use with ELL’s, including information on how to use these resources. The lesson plan discussed in the article is typical of what some teacher’s may do thinking that they are helping ELLs. Therefore, this article is beneficial because it shows how some lessons may be more harmful than helpful to ELLs. For the lesson, it discusses how ELLs can use resources such as Inspiration to create a concept map as a presentation tool.

Foulger, T. S., Jimenez-Silva, Margarita (2007). Enhancing the writing development of English language learners: teacher perceptions of common technology in project-based learning. //Journal of Research in Childhood Education 22//(2), 109-124. Foulger discusses how technology can assist ELLs increase their development of writing. The author first discusses the importance of the following seven teaching techniques: (a) time and opportunity to write, (b) the real reason for writing, (c) genuine audience, (d) useful feedback, (e) sense of community. ELLs were able to increase their writing skills through the use of computers, e-mails, and other programs. Students were given time to write and because they were writing to other people through e-mails, they had an audience and a reason to write. These people would provide helpful feedback and in all it create an online community. Writing development is an important skill needed for ELL’s language development. Instead of the traditional method to teach writing, students will be actively engaged in their own learning. The seven instructional methods discussed in the article were all met through computers, programs, and the Internet. This shows various ways in which technology can be helpful to ELLs and their language development. Lacina, Jan (2008). Learning English with ipods. //Childhood Education 84//(4), 247-249. Jan Lacina discusses the importance and positive impact iPods are having on ELLs and their language development. Throughout the article, Lacina discusses how iPods have been increasing in numbers in schools. Many schools, however, view this as a distraction and instead of integrating it in the classroom they ban it. Therefore, the author points out the importance of iPods and provides examples of teachers who are using iPods in their classroom with ELLs. Language development can take approximately 6-8 years in order for one to become fluent in a language. Through the use of iPods, students can learn English in or outside of the classroom. Teachers can create podcasts so that ELLs can listen to them on the go. Lacina also discusses how students can create their own podcasts in summary of a lesson. This allows students to review the information learned and provides easy access for reviews before exams.

Lacina, Jan. (2004). Promoting language acquisitions: technology and English language learners. //Childhood Education 81//, 113-115. Jan Lacina once again wrote an article on how technology can improve ELLs language acquisition. ELLs can use Internet chat sessions to talk to their peers and it allows students to use the English language without fear. Discussion boards is another tool that was discussed where these provide students with a system that allows them to discuss topics and receive peer feedback. Finally, Lacina interviewed two ESL teachers who use technology to enhance the language development of their ELLs. This provided additional resources and tools for an elementary classroom. Overall, this article provided resources that are just becoming popular. A specific program called Soliloquy Reading Assistant, allows ELLs to either be read a story aloud to them or they can read into a microphone. This program provides feedback if students have a mispronunciation which is very important when learning the English language. The article defends the importance of using programs such as chats with ELLs because it provides them with more confidence.

Patten, K B, & Craig, D. V. (2007). iPods and English-language learners: a great combination: tips and tactics. //Teacher Librarian// //34//(5), 40-45. This article concentrates on four studies that were done with ELL’s and iPods. Two were in elementary and two were in middle school. The teachers who conducted the study used iPods to integrate vocabulary, literature, and pronunciation. Each study concentrated on different books where students had the opportunity to listen to the audio reading of the books through iPods as they follow along with the text. Before conducting the study, the teachers thought of using the audio CD in their library to transfer onto an iPod. However, they ran into copyright laws that created problems to distribute copies of the audio book. Therefore, they found a resource that allowed them to purchase audio books. This article discusses the benefits iPods create for students, such as allowing them to self-pace their learning and having the opportunity to replay any podcast of their choice. Overall, all four studies found that through the use of iPods students had increased their comprehension test scores on the Accelerated Reader as well as the Tennessee Comprehension Assessment Program. Through the use of iPods ELL’s can drastically improve their English language development. They provide students with instant control over their own learning. Students can revisit podcasts that have lessons on pronunciation and vocabulary. Along with audio books, students can follow along with their text outside of school as well as being aware of the correct pronunciation of words. Overall, this tool benefits ELL’s and supports them in their language development.

Sox, Amanda & Rubinstein-Avila, Eliane. (2009). WebQuests for English language learners: essential elements for design. //Journal of Adolescent & Adult Literacy 53//(1), 38-48. This article is based off of eight existing WebQuests where the authors “review their appropriateness to address the linguistic needs of ELLs” (p 38). Throughout the study, the author discusses the items that good WebQuests should have as well as tips to better address ELLs. The author claims that through the use of WebQuests and the Internet provide “provide great potential for providing ELLs the visual and aural stimulation to render new concepts more comprehensible” (p 39). WebQuests provide ELLs resources that provide scaffolding such as graphic organizers and trade books. Overall, this article can benefit future educators because it provides them with resources, tips, and a rubric for what should be in a WebQuest in order for it to meet the needs of ELLs. The author also mentions that future educators should adapt already created WebQuests so that the linguistic needs of ELLs are being met. Sox and Rubinstein-Avila prove that through the use of technology tools such as WebQuests, ELLs can improve their language development as long as teachers follow the recommendations made in the article.

**<span style="color: #f36b1b; font-family: 'Comic Sans MS',cursive;">Additional Resources **

Audible, Inc. Download audio books, iPod and digital audio books. //Amazon//. Retrieved from < http://www.audible.com/adbl/site/homepage/AnonHome.jsp?BV_UseBVCookie=Yes>. Basoff, T.C. How to adjust your teaching styles for English language learners (ELL) in ESL/bilingual classrooms. Retrieved from <http://www.teachersnetwork.org/ntol/howto/eslclass/techesl.htm>. Black, Rebecca W. (2009). English-language learners, fan communities, and 21st-century skills. //Journal of Adolescent & Adult Literacy 52//(8), 688-697.

Egbert, Joy. (2002). The name assigned to the document by the author. This field may also contain sub-titles, series names, and report numbers. A project for everyone: English language learners and technology in content-area classrooms. // The entity from which ERIC acquires the content, including journal, organization, and conference names, or by means of online submission from the author. // //Learning & Leading with Technology 29//(8), 36-39.

Foulger, T. S., Jimenez-Silva, Margarita (2007). Enhancing the writing development of English language learners: teacher perceptions of common technology in project-based learning. //Journal of Research in Childhood Education 22//(2), 109-124.

Heinze, Juliette. (2004). Supporting English language learners with technology. //Scholiastic//. Retrieved from < []>.

Lacina, Jan (2008). Learning English with ipods. //Childhood Education 84//(4), 247-249.

Lacina, Jan. (2004). Promoting language acquisitions: technology and English language learners. //Childhood Education 81//, 113-115. Patten, K B, & Craig, D. V. (2007). iPods and English-language learners: a great combination: tips and tactics. //Teacher Librarian// //34//(5), 40-45.

Smart, M. P. (2008). The word and the world: technology aids English language learners. //Edutopia.// Retrieved from < []>.

Sox, Amanda & Rubinstein-Avila, Eliane. (2009). WebQuests for English language learners: essential elements for design. //Journal of Adolescent & Adult Literacy 53//(1), 38-48.

Verdugo, D. R. & Belmonte, I. A. (2007). Using digital stories to improve listening comprehension with Spanish young learners of English. //Language Learning & Technology 11//(1), 87-101.

Ybarra, Renee & Green, Tim. (2003). Using Technology to Help ESL/EFL Students Develop Language Skills. //The Internet TESL Journal//. Retrieved from <http://iteslj.org/Articles/Ybarra-Technology.html>.