St. John Fisher University St. John Fisher University
Fisher Digital Publications Fisher Digital Publications
Education Masters Ralph C. Wilson, Jr. School of Education
2015
Using Technology with English Language Learners in the Using Technology with English Language Learners in the
Classroom Classroom
Megan Cutter
St. John Fisher University
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Using Technology with English Language Learners in the Classroom Using Technology with English Language Learners in the Classroom
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Education
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Running Head: USING TECHNOLOGY WITH ELL STUDENTS
1
Using Technology with English Language
Learners in the Classroom
Megan Cutter
St. John Fisher College
Running Head: USING TECHNOLOGY WITH ELL STUDENTS
2
Introduction
In recent years, there has been a rising number of English Language Learners (ELL)
being included into general education classrooms within the United States: “recent waves of
immigration into the Unites States have led to the public schools enrollment of more than 14
million students for whom English is not their first language, and demographic data indicate that
this trend will continue well into the future” (O’Hara, Pritchard, Huang, & Pella, 2013, p. 275).
Imagine what it may look like for these students as they begin to live in an unknown country and
be required to immerse themselves in a foreign language while learning grade level content. It is
crucial, as teachers, to implement strategies into the classroom which will help ELL students not
only become comfortable with the language, but with themselves as individual learners. Teachers
need to be aware that English Language Learners “are at [an] increased risk for inappropriate
special education referral and placement, inappropriate service delivery when identified, and lack
access to content due to language barriers” (Doran, 2014, p. 62). For these reasons, it is essential
for teachers to be given the opportunity to engage in several professional development
opportunities to learn the best practices in working with ELL students so they feel supported and
receive the appropriate education. Although teaching and learning are the essential aspects
within a classroom, technology is important to implement into the classroom, in order to support
student growth and differentiation: “technology shouldn’t replace the great things already
happening in your classroom, but it can enhance, augment, and improve the teaching and
learning experience when used for a specific purpose” (Nemeth & Simon, 2013, p. 52). By
giving teachers the opportunity to attend professional development workshops they will gain
knowledge and understanding of how to implement technology, such as iPods, iPads and
Running Head: USING TECHNOLOGY WITH ELL STUDENTS
3
computers into the classroom. This strategy of infusing technology in the class will motivate
English Language Learners in learning, and promote their success in the English Language. In
this paper “Using Technology with English Language Learners in the Classroom,” I will make a
case for the importance of professional development opportunities for ELL students, as well as
the positive effects of implementing technology into the classroom (such as iTouch devices and
computer resources), in order to promote both the learning and motivation of English Language
Learners.
Professional Development
Before learning in the classroom can begin, it is important for teachers to receive the
proper training and professional development to guarantee that they understand how to help ELL
students as well as how to use technology in order to increase their motivation, engagement and
differentiated learning. Based on the increase of English Language Learners in the classroom,
“the teaching profession has increased its focus on teachers’ cultural awareness, and professional
development is seen as a means of accomplishing social justice within school environment
through equitable instruction, inclusion and improved teacher awareness” (Doran, 2014 p. 63). It
is imperative for teachers to receive instruction on strategies to use with ELL students through
workshops and professional development opportunities. This opportunity will help teachers
better understand and be able to integrate strategies into their classroom which will support the
differentiation for ELL students. In order to better service all students “teachers themselves have
frequently articulated a need for more, and better, professional development to help them include
and support their learners who are culturally and linguistically diverse” (Doran, 2014, p. 62). In
Karen Ross’ study, “Professional development for practicing mathematics teachers; a critical
Running Head: USING TECHNOLOGY WITH ELL STUDENTS
4
connection to English language learner student in mainstream USA classrooms” (2013) she
found that 69% percent of the teachers she asked were offered professional development
opportunities, regarding working with Ell students in the classroom, one to five times in the last
three years” (p. 94). O’Hara et al. (2013) supports this need for professional development when
they state that “despite the urgent need for an enormous challenge of supporting ELLs in the
content areas, few teachers receive adequate preparation and ongoing support to do so” “…in
classrooms where 26% to 50% of the students were designated as ELLs, more than half of the
teachers had had no more than one in-service professional development session devoted to the
instruction of ELLs over a period of five years” (p. 277). With the growing number of ELL
students entering the classroom, from various countries, cultures and linguistic backgrounds, it is
crucial for teachers to be required to attend at least one professional development workshop
regarding strategies to use when working with ELL students: “professional development
opportunities should steadily increase, along with the increase of ELL students” (Ross, 2013, p.
96).
Professional development workshops should be offered in a variety of ways, such as
“study groups, mentoring, observation, peer planning and workshops” (Kose & Lim, 2013, p.
197) as well as “demonstrations, experimentation with and design of technology learning models
and collaboration” (O’Hara et al., 2013, p. 278). Not only should the types of professional
developments be varied, but depending on the grade level and content area the professional
teaches, it is necessary to differentiate different strategies for different content areas so they are
learning useful strategies that will support the students within their curriculum. O’Hara et al.
(2013) stresses the importance of offering “learning experiences that incorporate the same
interactivity and attention to visual, kinesthetic, and auditory paths to learning that [teachers] will
Running Head: USING TECHNOLOGY WITH ELL STUDENTS
5
be expected to develop with students” through “individual and collaborative experimentation”
(277). Considering the extent of information that needs to be learned about working with ELL
students, as well as the constant change of the curriculum, diversity of learners and new
technology being invented, it is impossible for one professional development workshop every
three years to be adequate in keeping up to date with the shifting of the times. Within these
workshops teachers should be given the chance to work with the technology they will be using in
the classroom and provided with resources, materials and support to implement more effective
and innovative strategies in order to meet the needs of diverse learners (O’Hara et al., 2013, p.
280). O’Hara et al. (2013) found it most effective for teacher to be:
engaged in active learning and provided with studio time to rehearse new instructional
practices in a low-risk environment and to innovate and retool their instructional
practices. The professional development facilitators modeled instructional strategies to
provide participants with the opportunity to experience these strategies as learners and
then reflect on their learning. (p. 280)
Allowing teachers to work with and discover how to use and navigate through technology puts
them in the place of the students, allowing them to understand where frustration may arise and
extra direction is needed. Reflection after a workshop such as this is key: it gives teachers the
opportunities to think about their failures and success and consider which students would benefit
from what technology/programs the most. While professional development is an integral aspect
of culturally responsive teaching, differentiation is the core to teaching a classroom of diverse
learners; one rising differentiation strategy teachers are implementing into their classroom, is the
use of computers, hand held iTouch devices, and other technology.
Running Head: USING TECHNOLOGY WITH ELL STUDENTS
6
iTouch Devices
One way to improve inclusion and differentiation in the classroom is to implement
technology into lessons. Although technology can be found and is used in almost every
classroom around the room “the majority of teachers [use] technology for their own productivity
but did not facilitate students’ use of technology to enhance learning” (O’hara et al., 2013, p.
277). Through professional development opportunities, teachers can learn about the various
types of technology that are available to assist ELL students. Technology can now help students
to “(a) [contextualize] authentic learning opportunities; (b)help students develop language and
literacy skills as they make connections among text, images, video, sound and animation; and (c)
encourage students to construct meaning and to make connections to their prior knowledge”
(O’Hara et al., 2013, p. 277). It is essential for these opportunities to be offered to ELL students
in order to help them become confident students who are able to perform to the best of the ability
in all content areas; both in their native language as well in the English language. As a result of
the increase in use of resourceful technology in the classroom, English Language Learners are
being given multiple opportunities to “collaborate with classmates to complete interactive tasks
that make good sense to them and result in language learning” (Daniel & Cowan, 2012, p. 99).
A few pieces of technology which have proven to be very effective in helping English
Language Learners become engaged and motivated in the classroom are the use of iTouch
devices (iPads and iPods). Both “devices [are] simple to operate and students enjoy using them”
while also being “highly adaptable and [having] accessories (e.g., microphones, cameras,
speakers, touch screen capabilities) that can be used to tailor instruction for students with varying
needs” (Rivera, Mason, Moser, Ahlgrim-Delzell, 2014, p. 32). Having several capabilities
Running Head: USING TECHNOLOGY WITH ELL STUDENTS
7
available on one accessory makes the device accommodating and accessible to a range of
students and learners. During classroom instruction, if a student is able to use an iPad or iPod,
they will be able to “access resources such as translation dictionaries that provide audio
pronunciation along with images to support the vocabulary acquisition and audio textbooks”
(Liu, Navarrete, Wivagg, 2014, p. 118). Regardless of what the student’s first language may be,
by using iPads and iPods in schools, it allows audio files and videos to be at the student’s finger
tips allowing for specific language differentiation for each student, without disrupting the
learning of those around them. Billings and Mathison (2011) support this idea when they explain
that using iTouches in class “provide primary language support in content areas to support
English development” (p. 496). Having an easily accessible device at the finger tips of any
students, especially an ELL student, makes learning engaging and memorable for students.
Through incorporating these devices inside of the classroom it is possible to differentiate lessons
for each student, while still having all children learning the same information. Liu et al. (2014)
describe the iPad and iPod as “private tutors” which “allow more development, more customized
learning” (p. 118). Using iTouch devices within the classroom are an efficient toll because they
allow teachers to individualize students learning by downloading various applications, giving the
students choices to choose from, promoting the engagement and interest in learning that material
and working past the language barriers (Billings & Mathison, 2011, p. 497). For example,
“teachers assign the activities and games appropriate for students’ specific language level and
[are] able to scaffold students more easily with iPod touch from basics in phonetics and sight
words to more fluency and comprehension in advanced topic and subjects” (Liu et al., 2014, p.
38).
Running Head: USING TECHNOLOGY WITH ELL STUDENTS
8
Allowing students to work at their own pace and on their own level also builds
engagement and motivation within learning because students do not feel as that they have to
attain or exceed the standards and intelligence of those around them. One fourth/fifth grade ELL
teacher described her experience of using iPods by explaining that “the students were engaged in
using such resources as dictionaries and playing educational games at a level appropriate to their
learning and therefore reinforcing skills such as reading and multiplication” (Liu et al., 2014, p.
40). The same teacher also described how
there is no downtime in my classroom because any down time we had, even when I’m
passing out papers, their iTouches are always on their desks and they know that, so
during transitions they all take out their iTouches and work on their multiplication tables,
reading skills or divisibility while waiting to change lessons, it’s fun for them. It’s not
paper and pencil. (Liu et al., 2014, p. 41)
The 21
st
century student thrives on using the cell phones and iPods; giving them the option to use
such devices immediately gains their attention. By eliminating the use of a pen, pencil and paper
within the school setting helps create the feeling that students are not completing traditional
work, but doing an activity that interests them, while they learn or strengthen skills in the
process.
Another engaging way to incorporate iPads into the classroom is by using them to create
multimedia shared story photo examples (digital book). Using the iPads to share the stories
allows the student to click on links and watch short video clips that increase understanding.
Rivera et al. (2014) highlights this idea when they describe how a young boy names Carlos uses
digital books with his teacher Tammy. While Carlos was reading and learning vocabulary,
Tammy would “show a 10-20 second video of the target vocabulary.” Tammy would choose a
Running Head: USING TECHNOLOGY WITH ELL STUDENTS
9
topic for the student to learn about. She would then have the student engage in a reading about a
specific topic, which would include important vocabulary and concepts. Once the student
completed a short reading, he/she would be given the opportunity to watch a visual video,
focusing and connecting on the same idea as the reading. After reading and viewing the video,
Tammy would have a short discussion with the student reviewing the intended vocabulary and
topics, checking for understanding (p. 39). Allowing ELL students to read and watch vocabulary
all in one story is only possible when using technology. This also allows the student to make
connections to their own life, or previously viewed concepts which will make it easier for the
student to recall and remember information. Once the lessons were over, the teachers said that
they would “use the iPad again because of how engaged Carlos was during the learning process,”
(Rivera et al., 2014, p. 41) while also acquiring one more word in English than in Spanish,
indicating the effectiveness” (Rivera et al., 2014, p. 40) of using the iPad in the classroom. One
important aspect to the digital stories was the use of the video; both teachers felt that the
“embedded videos, led to instances where Carlos used more expressive language” (Rivera et al.,
2014, p. 39). Therefore, being able to easily navigate through a story, not only using text but
pictures and videos as well, proved to be an effective, motivational and engaging strategy when
helping a young ELL student learn and use vocabulary and effective communication skills.
Although differentiation during lessons alters a student’s ability to learn, it is also
important for a teacher to differentiate tests and assessments. Andrei (2014) discusses a strategy
one teacher uses in her classroom in order to differentiate spelling test levels for ELL students.
The teacher would record the spelling test on iTunes, allowing the student to be given a different
list of words while also allowing them the opportunity to listen to the words as many times as
they needed in order to understand them. Another advantage to allowing the students to listen to
Running Head: USING TECHNOLOGY WITH ELL STUDENTS
10
the words individually is that it helps the students hear, understand and determine the different
phonemes within words. Andrei found in the study that all of the ELL students found this
strategy to be helpful and supportive to their learning (46). Not all districts and families can
afford to supply an iPad or iPod for every student, so it is essential for teachers to learn about the
various applications and websites available to them on computers and websites.
Computer Based Web Programs
Teachers and schools that do not have the ability to use iTouch devices, have the ability
to use computers and the numerous web pages and applications available within them. Modern
technologies such as computers “can be seen as practical and adequate tools for presenting those
learning tasks that especially simulate real and authentic language use, and consequently, end in
meaningful learning” (Mellati, Zangoei & Khademi, 2015, p. 240). Martinez-Alba, Cruzado-
Guerrero and Pitcher also found in their study about using technology with English learners that
in the near future “most states will be requiring students to take assessments in computers, as a
result of the Common Core State Standards, which makes the learning and ease of navigating
and reading on a computer even more important” (2014, p. 254). With the rising demand of
technology and computers it is crucial for students to learn how to navigate through computers
and become comfortable working on them. A few applications that are found on computers and
can be used to differentiate instruction to promote learning and motivation within ELL students
are power point, web pages, digital story books, and glogsters. Each application allows teachers
the opportunity to differentiate lessons, while including visuals and audios matching the written
word(s), in order to increase understanding for ELL students. Daniel and Cowan demonstrate
the importance of this strategy in the article “Exploring Teachers’ Use of Technology in
Running Head: USING TECHNOLOGY WITH ELL STUDENTS
11
Classrooms of Bilingual Students” (2012) when they state that using multi-modal instructional
methods within the classroom allows teachers to “scaffold to understanding with pictures, words,
music, and text that adds context to the learning” (p. 99). When a teacher creates a lesson that is
memorable for the students, the student is more likely to become engaged in the lesson, be
motivated to learn more as well as remember the lesson and information learned for future
lessons.
Every computer has the capability to use Microsoft power point applications. Power
points are easy to navigate through, allowing students to work at their own pace while creating
“lists, sequence of events, or similarity and differences charts. These [options] allow students to
show what they know by employing both text and visuals” (Andrei, 2013, p. 44) in order to
demonstrate understanding. This type of projects also permits students the ability to work on
content specific to their understanding; students have the option to use different level vocabulary,
concepts or ideas when connecting words and pictures together, while strengthening their
personal understanding. While using power point teachers can, or have students create digital
story books. Digital story books are a series of slides which all share a common theme while
incorporating words, pictures and videos. Creating digital story books allows “the kind of
experience within the school which will stimulate thought and feeling as well as train the skills
of listening, speaking, reading, and writing. Story can be that kind of experience” (Yildirim &
Torun, 2014, p. 47). One ELL student reported after creating a digital story that “I like English
lessons more this year. We did not watch anything on the screen last year; we followed the
course book. That is why this year is better….I understand better through stories than books”
(Yildirim & Torun, 2014, p. 57). Digital books are also a strong tool to use for presentation,
either for a teacher or for students. After a student has had the opportunity to complete a digital
Running Head: USING TECHNOLOGY WITH ELL STUDENTS
12
book, it is important to have them share their creation with the rest of the class or a small group
of peers. Since digital books already have words written and often contain pictures and videos, it
takes some of the pressure off of the students to present. ELL students will not have to worry
about speaking the language correctly because their knowledge will be displayed on the board,
with the written word and visuals to tell the story for them. Although reading is created through
words and stories, when students are first learning a new language it is fundamental to use
pictures. Pictures are appealing to the eye and catch students’ attention, making lessons
memorable and motivating for struggling language learners. Yildirim and Torun discuss how
students are able to visualize and recall information at a faster and more accurate pace when
words are connected to pictures. Digital stories integrate the visual and listening senses, which
when added together often result in an increased understanding of the spoken and written word
(p. 57).
One modern strategy that is being used in the classroom is the idea of “flipping the
classroom.” Teachers would not be able to flip their classrooms without the use of a computer
and applications such as power point. Kyle Peck discusses the implication of flipping the
classroom in his article “The Future of Learning Design: The Future’s So Bright I Gotta Wear
Shades” (2015). When a teacher flips his/her classroom “lectures and content acquisition are
‘sent home’ while the teachers use class time to help learners use their new knowledge and
develop [their] skills” (p. 25). Teachers use this strategy in hopes to use class time to better meet
student needs and be able to clarify confusion and strengthen understanding on topics during
class, instead of using the time to lecture notes to students with no interaction or implementation
of the information within the lesson. Often, teachers use power point slides as a way to lecture
their students at home, by adding information, websites and video clips they would like the
Running Head: USING TECHNOLOGY WITH ELL STUDENTS
13
students to read and watch in order to retrieve the important information. By using this
application, and being able to use a variety of media types (video, audio, and visual) within
power point, teachers are able to interact with their students reaching all leveled learners.
Lecturing at home, with the words directly in front of the student(s), allows every student to read
over and interpret the information in a way which makes sense to them. This also allows
students to differentiate the information for themselves, allowing them to determine how deeply
they need to read slides, and how many examples they need to listen to/watch in order to have
strong understanding of the information. Students are not distracted by others around them and
are given the opportunity to read, watch and listen to the information as many times as they need
until they are able to take accurate and detailed notes. English Language Learners will also have
the chance to translate all information into their first language, without having the worry about
missing any information or running out of time (p. 25). There are numerous websites which
teachers could add to their power point slides, or use in lessons in order to increase student
learning and engagement in ELL students.
Although many students use YouTube as a source of entertainment and a way to listen to
music, it is important for teachers to be aware of the positive way YouTube can affect student
learning in the classroom. Adding an educational spin to a website that students already
frequently use will raise their motivation and engagement in a lesson. Liu, Lan and Jenkins
found in their study “Technology-Enhanced Strategy Use for Second Language Vocabulary
Acquisition” (2014) that using online tools such as YouTube and voice recorders increased
student interest in lessons as well as extending the time students wanted to use technology to
learn about a topic (p. 122). Students would use YouTube in order to find video’s which
matched vocabulary terms they were learning about, allowing them to make visual and auditory
Running Head: USING TECHNOLOGY WITH ELL STUDENTS
14
connections to vocabulary terms. Students who struggle with word and language often benefit
from the chance to have visual representation because it gives them a familiar picture or memory
to unite difficult words with. It is also beneficial for students to have the ability to listen to
vocabulary terms, especially when they have the opportunity to listen to the audio multiple times,
as well as slow down the video so they can break apart the word in syllables and sounds.
Another recent website that has proven to help ELL engage with and strengthen their
understanding of a specific topic is “glogster.” Glogster is a website that allows students to
create an interactive poster, which can include words, visuals, audio and easy navigation to other
websites. Martinez-Alba et al., (2014) conducted a study on the implantation of glogster in a
classroom of ELL students in the article “Glogsters and Other Motivating Technology: A
Multiple Case Study of English Language Learners.” Many students in the study commented on
their enjoyment of making the poster: one student said “it made writing ‘something out of the
box’” and even after his glogster was deleted before he had the chance to save and present it he
gladly created the online poster for a second time stating that he did not mind re-doing his
project since it was “something fun to do” (p. 257). Having the students present their glogsters is
important because “many EL students have instrumental motivation, meaning they want to learn
the language to succeed in school” both educationally and socially (Martinez-Alba et al., 2014, p.
254). Glogsters are also a tool that all teachers should be aware of because they allow students
to add multiple visuals and videos to their interactive posters. Using both videos and pictures
allows students the opportunity to learn in a way, other than words, that may work best for them,
while also demonstrating that they know how to correctly use a computer and can find reliable
sources that help them gain a deeper understanding of the topic. Glogsters positively promote
students engagement while also having them interact with information using various media types
Running Head: USING TECHNOLOGY WITH ELL STUDENTS
15
and formats, giving ELL students the option to learn in a way that best suits their learning style
and diverse needs.
Conclusion
Integrating technology into the classroom and daily lessons has a direct positive impact
on English Language Learners. Not only does technology increase their motivation to learn, it
also allows the teacher to differentiate lessons for every student based on their needs and
understanding of specific information. However, in order to properly support all English
Language Learners, it is imperative for teachers to be receiving sufficient professional
development opportunities, in order to ensure that they know about and understand a variety of
technology applications, as well as how to properly navigate through them. With this
knowledge, teachers will be able to incorporate iPads, iPods and computer applications into daily
lessons. All of these devices allow students a unique learning opportunity that does not solely
depend on the use of paper and pencil. Students are able to engage in their learning, through
participating in vocabulary games and being able to view or listen to pictures and videos that will
give the students a deeper understanding of words and concepts. These applications also allow
students to work at their own pace; allowing students to not feel pressured or rushed in order to
keep up with their surrounding peers and focus on their understanding of the topic. All teachers
should be aware of the multiple opportunities and applications available to them, so they have
the ability and resources to reach all of their students’ needs while also making the lessons
engaging for the students, motivating them to want to learn more and strengthening their
understanding. As Martniez-Alba et al., states in the article “Glogsters and Other Motivating
Running Head: USING TECHNOLOGY WITH ELL STUDENTS
16
Technology: A Multiple Case Study of English Learners” (2014) technology has the ability to
“create a lively classroom atmosphere and facilitate learning” for all students (p. 254).
Using Technology with English Language Learners In The Classroom
With the rising number of English Language Learners in general education classrooms, it
is important for teachers to be aware of the various types of technology available to them that
will help students engage in reading as well as strengthen their comprehension skills. Each
student comes from a diverse background and it is important for teachers to understand that
every student will react different to strategies, so it is imperative for teachers to have numerous
strategies to use depending on the needs and interests of each student. In this research study I
will explore the numerous types of technology available to teachers and study how they impact
the learning and engagement of all level ELL learners. Conducting this research and finding
multiple strategies to use with ELL students will help me to support my students and so they can
learn both inside and outside of the classroom.
In this research study, three case studies will be shared based on ELL students and the
strategies, which all involved multiple types of technology used; documenting how each student,
reacted to strategies and how it impacted their understanding of novels as well as their
engagement in learning. Each student in this study is in the 9
th
grade and was enrolled in Pre-AP
English, as well as also being a part of the ELL community at Spartan High (pseudonym).
Along with taking Pre-AP ELA, every student also had a support class added into the schedule,
where they worked directly with an ELL teacher who supported their needs with reading and
writing. I also interviewed three ELL teachers who work with struggling readers and ask them
what they do in their own classroom and how it influences student learning.
Running Head: USING TECHNOLOGY WITH ELL STUDENTS
17
I was the general education teacher in the Pre-AP classroom and I also worked very
closely with the ELL teachers in order to help ensure student progress and understanding. I
worked with the Public Consulting Group curriculum this past school year, while also making
moderate changes to the lessons depending on the class size and students in the classroom.
Often, I would integrate technology, mini-lessons and warm-up/exit activities in order to meet
the needs of all my learners and differentiate my instruction based on student need.
I spoke with my administrator as well as the parents of the students to receive permission
to use the data I found for this research. Once I received permission, I began reviewing old notes
as well as taking new ones on the specific students. I also began reading through old writing
assignments by my students and annotating for their understanding, where they excelled in each
writing piece and writing pieces compared to one another based on the unit being taught at that
time. I also met with several ELL teachers to ask them what strategies they used to help my
students gain a deeper comprehension of the novel and its meaning. After reviewing old notes,
taking new ones, reading over writing assignments and speaking with other teachers I was able to
determine the technology that made the biggest impact on student learning as well as helped
students to become engaged in learning.
The results of this study elucidate the importance of adding technology into everyday
lessons. Students thrive on using electronics in school, so adding them into an everyday lesson
will help to engage students in their learning. Also, using technology allows teachers to easily
differentiate lessons and make sure that students are working on a lesson that is on their personal
level. Teachers should be sure to share new tools with one another so students are always
actively engaged, as well as to make sure that there is an activity for students at every level. As a
teacher, I make sure to reflect on my lessons at the end of every day to guarantee that I am
Running Head: USING TECHNOLOGY WITH ELL STUDENTS
18
always working on strengthening my teaching and implementing the strategies which work the
best for my students and eliminating the ones that do not strengthen their learning.
Researcher Stance
The purpose of this study is to see how technology affects student learning as well as how
it helps to engage ELL students in reading and writing, when ELA is often a struggle for students
who are still becoming familiar with the language. Data was collected throughout the whole
year, through the use of observations, rubrics and writing samples. I reflected back on my
teaching and the technology/strategies I used during multiple units, in order to choose two units
to compare to one another to show how students performed better on writing assignments and
had a stronger understanding of the novel due to the use of technology. Currently, I am certified
grades 1 through 12 with a concentration in English, while, also working on earning my Masters
in Special Education grades 1 through 6. As I am completing my Masters, I am also employed
by a School District teaching High School English at Spartan High, which is where I completed
my research.
Methodology
My role in this study was a teacher, an observer as well as an interviewer. Spartan High
is a 6 through 12 Junior/Senior high in a suburb of Rochester, New York. I took field notes and
observed student behavior and analyzed the quality of three (9
th
grade) students work during two
units. The students were from Bosnia, Cambodia, and Iran. Each student and their family moved
to the United States between the last three to five years. The first unit was based on the play
Romeo and Juliet by Shakespeare and the second unit was based on the play Oedipus the King
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19
by Sophocles. During the two units I observed student behavior, such as engagement,
willingness to participate, leaving the classroom for bathroom/drinking fountain, as well as
analyzing student work for comprehension. After analyzing each of these components, I was
able to determine which strategies were most beneficial for students and which deterred their
learning. Through this data I was then able to decide which strategies, tools and technology I
would use in upcoming lessons and which I would not use again.
Once all of my data was compiled I spoke with three ELL teachers in the field and asked
them if they have had similar experiences with technology. I also asked them what they felt the
best practices in the field were and how they implemented them into their everyday teaching.
Case Studies
Charles
Charles (pseudonym) is a fifteen year old freshman at Spartan High. He moved to
Rochester New, York in 2012 from Bosnia and only speaks Bosnian at home. For the past three
years Charles has been working with the ELL teachers at Spartan High and due to his hard work
and persistence, together the teachers, Charles and his parents decided to enroll him in Pre-AP
English to see how his skills would develop when placed in a demanding course. Throughout
the four semesters, Charles was able to maintain a C average by staying after with me and
working with an ELL teacher on English during his support period. However, I often asked
Charles to put his phone away and would have to hold onto it on occasion during class in order
for him to stay focused, especially during the Oedipus the King unit. Majority of the lessons in
this unit had students reading independently, or acting out the scenes in a performance for the
class.
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20
Although, Romeo and Juliet is very similar in genre to Oedipus the King, I wanted to
make sure that I differentiated the unit so the students would not become disengaged since the
two units were taught back to back. During the Romeo and Juliet I decided to incorporate
several movie clips from the Baz Luhrman modern edition of the movie, as well as several “60
second recaps,” an interactive online “Shakespeare Dictionary” and many online projects which
constantly had the students working on iPads and laptops. I started off the class everyday having
the students add new words into their “Shakespeare Online Dictionary;” many students decided
to use the “Quizlet” app on their phones and laptops for this portion of the lesson. If students did
not have a phone or a laptop from home to use, I made sure to have a class set of iPads available
to any student who needs them. Instead of Charles coming into the classroom and immediately
start texting his friends or looking at some type of social media, he was engaged in adding the
words into his personal dictionary. Some of the words selected for the day, all of the students
were required to copy down; however, there were also optional words for students who have
more difficulty understanding the text and language: Charles always made sure to copy these
words down as well. During the Oedipus the King unit I asked students to hand write the
vocabulary words for the day, which often Charles would only copy down part of the definition
and would never copy down the extra words. I noticed that in all of his writing samples from the
Oedipus unit, details were vague and often there was no analysis to back up the evidence, but
when writing about Romeo and Juliet I noticed that Charles frequently added the vocabulary
from his dictionary and was able to create a deeper analysis of evidence showing that by having
his vocabulary readily available he was better to comprehend the language and meaning of the
story. Another benefit to using the “Quizlet” app, is that the students are able to look at the
words at home and easily use them in their writing because they are readily available.
Commented [SMS1]: Not become?
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21
When I spoke with the ELL teacher about how Charles was performing in the Romeo and
Juliet, unit as opposed to other units, she shared with me that Charles was constantly on his
phone using the app to find vocabulary for his writing pieces as well as looking back at the
vocabulary when he was reading a word that he was not familiar with. She also told me that
Charles would frequently ask her if there were any other apps that he could add to his phone
which would help him understand the English language and that he could show his parents to
help them as well.
Vanessa
Vanessa (pseudonym) is a fourteen year old, ninth grade student at Spartan High and has
been living in the United States for the past four years. Four years ago, Vanessa and her family
left their life in Cambodia to move to the United States where her Aunt lived. Since Vanessa
already had family members living in Rochester who had been living here for five years prior,
they were already learning how to speak the English language. Vanessa excels in science and
math, but has trouble with English and History. Worked into her schedule is a support period,
where Vanessa works on English work with an ELL teacher to focus specifically on reading and
writing: Vanessa struggled with writing in English class. Often times, when Vanessa was
frustrated and having difficulty understanding a reading she refused to complete her homework
and would quickly fall behind.
In order to help Vanessa engage in the reading and writing, every day after class I would
email Vanessa the YouTube clip of the scene we had read in class that day or the segment to
watch on the DVD. Vanessa would then go home and watch the video and annotate the print of
the scene in comparison to the video of the scene. Often, she would circle words she was stuck
on in the reading and write down the interpretation or synonym used in the video. She would
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22
also write detailed summaries of the scene under the text in her own words, so she was able to
comprehend the scene and was able to look back at the sheet for future projects. Once she was
able to grasp the general concept of the reading and had a deeper understanding of the characters,
she would only ask for the video when a scene was difficult for her to understand. I noticed that
in her writing, she was able to create a detailed thesis and back it up with specific evidence and
analysis. In previous units, Vanessa would write vague claims so she was able to write about
multiple ideas in attempt to gain points on the rubric for evidence and analysis.
When I spoke with the ELL teacher Vanessa works with, I asked her what they work on
together in the support room; she told me that Vanessa works on finding recap videos to watch
on the iPads. When watching the videos she would take notes on any ideas that she had trouble
grasping before which also helped her when writing the brief summaries about the events
happening. Once the ELL teachers and I came together to collaborate strategies to use with
Vanessa, we decided to have her create an interactive timeline on the Smart Board, where she
would write the scene number and connect it to another slide that had the synopsis of the action.
I ended up sharing the timeline with all of my students as a review and they thought it was a
great tool to use when preparing for a recap quiz or writing assignment.
Gabby
Gabby (pseudonym) is a thirteen year old, 9
th
grade student in Spartan High. Gabby
moved to the United States two years ago with her family from Iran. At home, Gabby and her
family speak primarily Arabic; however, the family is working hard to learn and understand the
English language. They frequently attend the ELL family program at the mall, where many
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23
teachers and students gather on weeknights to work with families on the English language as
well as offer academic and homework support.
Gabby reads at a sixth grade reading level and often struggles with comprehension and
word recognition. During class Gabby is reserved and often asks to go to the bathroom or
drinking fountain when we have partner read or group discussion. After class one day, I asked
Gabby if there was something that made her uncomfortable about working with a group and she
explained to me that she becomes very nervous when she is put in a situation when she has to
read out loud or share her ideas about a reading passage because she has trouble reading and
understanding language. At first, I showed Gabby the video clips to see if they would help her to
fill the gaps like it did for Vanessa. Unfortunately, the video only helped Gabby to understand
the action, but it did not help her to understand and learn the language; it was important for her to
hear and follow along with the words closely, which the video did not allow her to do. After
speaking with some veteran teachers, I asked the librarian to put the Romeo and Juliet text on an
audio iPod, which would allow Gabby to listen to the reading as she followed along so she could
hear how the words were pronounced as well as the rhythm and tempo of how the text should be
read. Once Gabby became used to the iPod and was allowed to use the iPod both in school and
take it home, I noticed that she became more comfortable sharing her ideas with a small group of
her peers as well as asking clarifying questions. Gabby was also able to choose stronger
evidence in her writing that linked back to her thesis because she had a deeper understanding of
the novel and events.
I spoke with the ELL teacher Gabby worked with and he agreed that once Gabby was
given the opportunity to follow along with the reading by listening to it on an iPod, he noticed
that her confidence level had risen. He also told me that when they were filling out the graphic
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24
organizer to assist her in her writing she was able to complete the evidence section on her own;
normally asks for assistance on or has trouble choosing examples that relate back to her thesis. I
ended up using this strategy for her with multiple other novels throughout the year and noticed
her reading score rise as well as her writing abilities.
Name:
Thesis Rubric
Grade:
Evidence Rubric
Grade:
Analysis Rubric
Grade:
Final Rubric
Grade:
Charles
2 - 4
3 – 5
2 - 3
70 - 81
Vanessa
3 - 5
3 - 6
3 - 5
75 - 90
Gabby
1 - 3
2 - 5
1 - 3
65 - 74
**The above chart shows how each student grew in their writing ability from the Oedipus the
King unit, where little to no technology was used, to the Romeo and Juliet unit where I used
several different types of technology. The first score in each category is the rubric score from
Oedipus and the second score is the rubric score from Romeo and Juliet. Each individual rubric
score is out of 6.
Best Practices
After analyzing my own data, I interviewed three ELL teachers at Spartan High – Ms.
Dime (pseudonym), Ms. Beach (pseudonym), and Mr. Jeffrey (pseudonym) - and asked them all
what strategies they have used in the field, involving technology, which they have found the
most success with. All three teachers expressed how they frequently use iPads with their
students because they are easily for students to navigate and they are versatile for all students
from all countries and all levels. Most often, they are used for quick translations for students
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25
who have trouble understanding one or two words or when a teacher is not sure what word the
student is saying and needs to look it up quickly.
Ms. Dime told me about a literacy program called “Imagine Learning” that she often uses
with her new ELL students. This is a program that can be used on iPads, Windows or Android
devices. The program focuses on helping students to develop critical reasoning skills, testing
skills, break words apart into syllables as well as identify, read and form contractions. One of
the most beneficial factors of the program is that it tracks student progress so teachers can easily
identify which areas the student is still struggling in and share this data with other teachers as
well. Ms. Dime described to me that students often ask to use this program and they tend to use
it as a “reward.”.
“Raz – Kids” and “myON” are two online reading programs that Ms. Beach and Mr.
Jeffrey shared with me. Both of these programs have helped students move up multiple reading
levels throughout the school year. One of the benefits that Mr. Jeffrey enjoys the most about
these two programs is that they allow him to differentiate his instruction for all levels. Each
website allows students to read at their own level without the assistance of a teacher, as well as
read something that they find interesting. All of these programs are easily accessible from any
web-connected device, allowing students to work both inside and outside of school as well as
during summer and over long school breaks. Ms. Beach shared with me that “ELL students are
often self conscious and nervous inside the classroom of the peers, but when they are engaged
and working on a computer, iPad, etc. they feel a sense of accomplishment and are excited to be
learning and catching up to their peers.”
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Conclusion
It is crucial for teachers to begin learning more about technology and the programs
available to them on these devices. Students become more engaged when working on
technology and often less distracted by the distractions around them. Due to their progress and
achievement, the students often show their families at home the technology or applications we
use in class and the parents explore the strategies as well. This allows students to strengthen
their skills inside and outside of school while also creating a close relationship between teachers,
student and family members. One of the most valuable aspects of using technology in the
classroom is the ability to differentiate instruction to each students’ level, but still making sure
that they are achieving their goals and progressing. Every student I worked with showed
remarkable growth throughout the school year due to the new strategies and types of technology
used with them. Conducting this research has helped me learn about new strategies to use with
ELL learners while also understanding how important it is to collaborate with other teachers in
order to learn more about strategies you previously did not know about as well as support
students and their learning.
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