Running

head: 21st CENTURY ENGLISH LANGUAGE LEARNERS

21st Century English Language Learners:

Enhancing English as Second Language Instruction
Through Integration of Learning Technologies
Megan Taylor
University of North Texas

21st CENTURY ENGLISH LANGUAGE LEARNERS

Abstract
English language learners (ELLs) are one of the most rapidly growing populations in
public schools in the United States. Innovative learning technologies are providing new
and groundbreaking opportunities for teachers and students. This paper considers the
connection between these two issues and how technology can be utilized to enhance
ELLs learning. It offers a description of learning technologies that can support ELLs,
with information taken from academic journals and educational research studies. Digital
literacy is a relatively novel concept that should be addressed with ELLs, as well as
traditional students. References from professionals in the field, including educators,
policy makers, and researchers drive the dialogue of teaching ELLs the skills to become
21st century learners.
Keywords: learning technologies, English as a Second language, English language
learners, digital literacy, computer assisted language learning

21st CENTURY ENGLISH LANGUAGE LEARNERS

21st Century English Language Learners:
Enhancing English as Second Language Instruction
Through Integration of Learning Technologies
To effectively incorporate technologies into language instruction, it is necessary
to build an understanding based on research, evaluation and reflective practice, while
recognizing new technologies, information about learning processes, and pedagogy. The
U.S. Secretary of Education believes we have a special charge in order to support 21st
century learners. He advocates the use of technology tools and resources, involvement
with interesting and relevant projects, and learning environments, including online
environments, that are supportive and safe (Educators, technology and, 2010, p. 5). In
addition to helping students gain proficiency in English and understand content,
educators need to prepare English Language Learners (ELLs) to be 21st century learners
(Educators, technology, and, 2010).
One of the principal changes in the education system in recent years has been the
increase of students with Limited English Proficiency (LEP). Since 1990 the population
of ELLs in United States public schools has grown by more than a 105%, while the
general population has only increased approximately 12% (SouthEast Initiatives Regional
Technology in Education Consortium, 2005). Administrators, teachers, and communities
must find ways to meet the distinct learning needs of these students to help them become
proficient in English and succeed academically, simultaneously. Another topic leading
educational discourse in the last decade is learning technologies. An experienced
professional in the field, Milton Chen stated, I dare say that more has happened in [the
educational technology] field in the last four years than the last forty (Chen, 2010). New

21st CENTURY ENGLISH LANGUAGE LEARNERS

technologies are developing and improving rapidly. They will provide many
opportunities for teachers and students, and can be great assets in language learning, as
well as supporting ELLs content understanding.
This paper presents aspects of English as a Second Language (ESL) instructional
design and describes technologies that can be utilized to enhance learning for ELLs and
help them to succeed academically and communicatively. Areas of focus are computer
assisted language learning, web-based language learning, gaming, and technology for
literacy development. Then I address the acquisition of digital literacy and ELLs as 21st
century learners. I discuss the practical use of learning technologies and give real world
illustrations of teachers incorporating technology into their instruction. Finally, I offer
ways learning technologies provide solutions for current issues in ESL education, making
them indispensible tools to utilize in the diverse classroom.
Challenges of ELLs and Their Teachers
The rise of ELLs into classrooms across the country has presented new challenges
for teachers. Many students spend the majority of the school day listening to language
they do not fully understand, when they need more opportunities to interact with English.
Technology offers students chances to work in ways the traditional classroom teacher
cannot, due to time, content requirements, and language barriers (Smart, 2008). Yet there
are issues teachers must face in order to integrate technology into ESL instruction. To use
resources efficiently, students must understand necessary language and vocabulary. Some
students have access to computers outside the classroom and therefore possess the skills
to manipulate technology. Others students, often ELLs, have not developed the essential
digital literacy. Therefore teachers must be able to provide basic instruction of how to use

21st CENTURY ENGLISH LANGUAGE LEARNERS

resources and differentiate technology instruction. Research has provided instructional
strategies to help teach technology skills to ELLs, including using pictures and
illustrations, giving simple, step-by-step directions, allotting plenty of time to practice
skills, and allowing hands-on use while teaching (Robertson, 2008).
ELLs have the same needs as other students: rigor, relevance and richness. Justin
Minkel, a teacher at an elementary school with 90% ELLs, writes that in addition to
these, ELLs also have distinct needs the ESL teacher must attend to, including visual
representations and references, home-language support and opportunities to use their
home language, a low-risk learning environment, immersion in receptive language, and
focus on 21st century skills. He believes that educators should employ technology to
develop and challenge creativity, as well as engage problem solving and critical thinking
skills (Minkel, 2007). Learning technologies can be integrated into instruction in order to
address the needs of ELLs and challenges of ESL teachers.
Learning Technologies
Computer Assisted Language Learning

Computer-assisted language learning (CALL) is the application of computer

technology in language teaching and learning; it includes the development, discovery,
use, and evaluation of technologies. CALL encompasses a variety of technologies,
including CD-ROM software, electronic reference sources, and online communication.
The exact teaching practices associated with CALL have changed since Michael Levys
influential work in 1997, which provided the definition accepted today. As technology
advances, so do the principle applications of CALL, which now include interactive
software, multimedia, and communication programs (Chapelle, 2010). CALL allows the

21st CENTURY ENGLISH LANGUAGE LEARNERS

student to work at his or her own pace and receive more individualized instruction,
helps the teacher gather more data about the students performance, and engages
each and every student (Chapelle, 2007).
Nina Garrett (1991; 2009) has published several works on CALL and progress in
the field over the years. She argues that CALL is the full integration of technology into
language learningnot shorthand for the use of technology, but designates a dynamic
complex in which technology, theory, and pedagogy are inseparably interwoven (2009,
pp. 719-720). It is important to note that it is not beneficial to merely computerize
instruction; second language acquisition (SLA) research confirms this idea. Garrett
further warns that implementation of CALL is very different from general technology use
and implementation within other content areas; staff must be aware of the specific
methods language teachers use to incorporate CALL (pp. 720-721).
A technology rich classroom requires the student to be an active participant in his
or her learning and no longer a passive receptacle of the teachers instruction.
Researchers have asserted that integrating technology into instruction alters roles in the
classroom, allowing the teacher to be a facilitator and requiring students to be more
responsible and make decisions about their learning. The teacher can now provide
students with the tools they need and establish a safe, meaningful learning environment.
Language learning classrooms have and can continue to shift from teacher-centered to a
learner-centered, computer-assisted system (Park & Son, 2009, p. 8182). This does,
however, require the teacher to be knowledgeable of, positive about, and competent with
technology applications. When making decisions concerning integration of CALL
technologies, the teacher must reflect on students digital literacy and language abilities,

21st CENTURY ENGLISH LANGUAGE LEARNERS

as well as the relevance to the content and applicability to learning goals. A survey of
teachers indicated a unified opinion that CALL technologies create motivated learning
environments and authentic, meaningful learning experiences (Park & Son, 2009, p. 81,
99). Park and Sons (2009) research also revealed some issues of CALL implementation
that may prevent teachers from using computers with their ELLs. Most commonly,
teachers must deal with limited instructional time and the practicality of using
technology, such as accessing computers located in another classroom and technical
issues that make use difficult. Additionally, teachers must find ways to work around strict
curricula and expectations. Some teachers have also experienced issues when trying to
integrate technologies with current textbooks, assessments, and instructional materials
(pp. 80-81).
CALL can be utilized for instruction of different aspects of language learning.
Beechler and Williams (2012) state that ELLs underachievement on benchmark tests is
partly caused by their inability to recognize basic sight words. CALL technology can
provide rich, interactive input that greatly benefits students comprehension of new
information. They conducted studies using CALL for teaching and learning fundamental
English sight words. The technology they utilized assessed the Dolch Basic Sight
Wordsthe most common words in early literature and fundamental to reading
success and it incorporated visual and auditory cues with flashcards and games. It did
not require students to use the keyboard, only the mouse, which allowed for fewer student
errors based on abilities to operate the equipment (p.81). The results led them to believe
that young elementary students word recognition can benefit from ten minutes of
integrated technology practice each day. They concluded that using CALL, along with

21st CENTURY ENGLISH LANGUAGE LEARNERS

traditional methods, for sight word vocabulary instruction was efficient and propose that
CALL helps meet the needs of diverse ELL students and reach grade level performance
(Beechler & Williams, 2012, pp. 85, 91).
Web-based Language Learning

The Internet has expanded the possibilities of CALL, because students can easily
access and explore learning topics and activities. This has led to the development of webbased language learning (WBLL). WBLL uses web sites and online resources, learning
materials, and applications to instruct ELLs. WBLL activities can include applications for
learning grammar and vocabulary, activities that require the student to reference the
Internet, or teacher created activities individualized for students. WBLL is engaging and
independently accessible by students. In order to be effective, teachers should evaluate
WBLL activities design, accuracy, effectiveness, and relevance to instruction (Son,
2008, pp. 34-35). Web-based games, lessons, and videos are effective for reinforcing
language basics such vocabulary and grammar rules. In a busy classroom they are
particularly helpful, as they allow individual students to work on topics where extra
practice is needed. Most WBLL activities are easy to navigate and operate, therefore
making them ideal for students independent use despite limited technology exposure
(Son, 2008, pp. 41-42).
Gaming

Gaming and simulation software are areas of learning technologies benefiting

from recent technological developments and outlooks in learning theories. Garrett (2009)
discusses the change in theory concerning online conversations (e.g. instant messaging,
texting, or communication during simulation programs). While technology-based
communications were once thought to be inauthentic, instructionally inappropriate and

21st CENTURY ENGLISH LANGUAGE LEARNERS

irrelevant, today researchers understand that they can be as authentic as face-to-face
interactions and require comparable language processing (p. 720). The Internet,
widespread accessibility, and affordability have led to the creation of CALL games.
Gaming and simulation can help in developing language basics, as well as increasing
communicative competence. Second language acquisition (SLA) theories emphasize the
opportunities for language learning when students are actively participating in goaloriented activities. SLA is likely increased when games and simulations incorporate
authentic communication tasks and expose users to high volumes of English. Games and
simulations that involve user interactions allow for expressive language use in a lowanxiety, anonymous context, which can increase students motivation and participation.
Students can also refer back to transcripts of communication that can help them to see
and think about errors, building metalinguistic abilities (Peterson, 2010, p. 76). As
students participate in games and simulations, a community is formed that increases
students social interactions in English. This socialization is important because it helps
students develop autonomy outside the restrictions of a formal instructional environment
(Peterson, 2010, pp. 73-75).
Petersons work Computerized Games and Simulations in Computer-Assisted
Language Learning (2010) presents the hypothesized advantages of various forms of
games and simulation programs. Multiuser object-oriented (MOO) domains were one of
the first simulated virtual games for language learning, and now facilitate real-time
interactions while allowing students to visit a realistic environment. Because of this
aspect, users are able to have authentic experiences within the game and can build
knowledge about mainstream culture. Within the simulation students can create

21st CENTURY ENGLISH LANGUAGE LEARNERS

individual virtual spaces and personae; this helps to make the experience more
meaningful and motivating and increases student participation (pp. 76-78). Threedimensional network-based simulations facilitate real time text and voice communication,
while engaged in a theme-based, user create virtual world. Research has found that the
three-dimensional aspect and avatars lead to increased engagement and motivation (pp.
79-80). Stand-alone commercial simulation games have a realistic virtual setting,
increasing the sense of immersion; a game scenario, increasing active engagement and
opportunities for discovery; and significant amounts of English instructions and
communication, exposing students to quality language. Studies of students using these
programs found that the increased task-based nature of the game led to considerable
English output. Other stand-alone commercial simulation games (i.e. The Sims) expose
students to realistic sociocultural environments where they can have meaningful, cultural
experiences (pp. 82-83).
Peterson suggests teachers (1) integrate games and simulations with
supplementary web-based resources in order to complete a task, (2) provide students with
an orientation so they understand how to operate the program, and (3) explain to students
the expectations and goals of using the game or simulation (p. 83). Before integrating
simulation games into ESL instruction, however, it is necessary to carefully consider
learning goals, supplementary materials, and task outcomes, to ensure that the selected
program is appropriate (Peterson, 2010).
Literacy Technologies

ELLs must also develop literacy in English, while simultaneously acquiring

receptive and expressive language abilities. In addition to the being able to read texts,
students must be able to comprehend academic texts, using inference, generalizing, and

10

21st CENTURY ENGLISH LANGUAGE LEARNERS

critical thinking skills. Many students rely on their past experiences to make connections
and conclusions about texts, however most ELLs background knowledge does not align
with content as traditional students does (Meskill & Mossop, 2000).
Meskill and Mossop (2000) outline technologies teachers can use to assist in
literacy development. They believe technology can also help bridge the gap ELLs face in
instructional activities that require students to use literacy strategies and comprehend text
in order to complete tasks. For emergent literacy development, software might consist of
alphabet and spelling activities, sight word recognition, and pictorial reinforcements to
make connections with written text. Also aimed toward elementary or beginning ELL
students, eBooks can help develop literacy by reading aloud to students, providing native
language support, and offering instruction when needed (e.g. clicking on an unknown
word, displaying a picture for more difficult vocabulary, etc). Scholastics Storia
eReading app supports each student at his or her level of English development. Students
can listen to booksthey are encouraged to track the highlighted text while listening to
audioor they can select unknown words to hear them pronounced. Students can
complete graphic organizers summarizing or sequencing the story. They can access the
built in dictionary and add words to their personal dictionaries, or use the highlighting
and note taking features for when they do not understand text or have thoughts they wish
to record. The teacher can add questions to the book that encourage critical thinking and
comprehension. Enrichment Activities can also support ELLs through word match and
multiple-choice activities that require response to written and verbal language
(Zimmerman & Tomasello, n.d.).

11

21st CENTURY ENGLISH LANGUAGE LEARNERS

ELLs can utilize computer-based writing/editing programs. Students are able to
add pictures to their writing, easily access dictionaries and reference materials, and add
voice recording to their writing. These programs engage and motivate students, enhance
their creativity, and allow them to take ownership of their work. After creating a story,
they can share with the class or publish online (a class blog, for example) if they do not
feel comfortable presenting. For intermediate, advanced or advanced high (middle-high
school) ELLs, technology can be utilized to develop literacy through publishing (blogs or
multimedia presentations), problem solving (games requiring students to make decisions
based on comprehension), communication (email or discussion boards), and cultural
interests (news from their home country, information about traditions, or popular culture).
Teachers should not use the computer and literacy applications as a delivery system of
instruction, but as a tool students can employ for project-based activities. Ideally, the
authors believe that technologies to develop literacy should be used to complete tasks or
socially in ways that are meaningful and lead to authentic literacy learning (Meskill &
Mossop, 2000).
Digital storytelling combines storytelling (often autobiographical or personally
relevant) and digital media tools, such as video, photographs, music, and recorded voice.
Digital storytelling is a recent trend used with older students, native speakers and ELLs,
which combines composition writing with the creativity offered by multimedia tools.
Students first write the narrative of the story they would like to tell; then students analyze
their work and from it develop a script. Through digital storytelling students can develop
a voice, when they may not be able to verbally express their story. It is also an authentic
use of technology, and allows students to explore and communicate their experiences

12

21st CENTURY ENGLISH LANGUAGE LEARNERS

(Jakes, 2005). This can very beneficial for ELLs, helping them to not only develop
literacy skills through writing narratives, scripts, and adding elaborative details to their
film, but also their communicative competence.
Developing Digital Literacy
Learning technologies enhance language instruction, but it is also important for
technology to be used in the ESL classroom so students can simply experience
technology. Digital literacy is the ability to use technology, digital networks, and
communication resources to find and evaluate information, create original content, and
connect with others for academic and personal purposes (New York City Department of
Education, n.d.). Good digital literacy is becoming increasingly necessary in the
professional world and is a quality of 21st century learners; yet there are some distinctive
issues when teaching these skills to ELLs. There is specific, technical language that
students might have difficulty with, because they have not fully mastered English yet.
They might not be aware of the possibilities or availability of technologies. Many
immigrant families, and ELLs, do not have computers or Internet access at home; and in
many schools, there are not enough computers, nor enough time, for students to access
them (Gowen, 2009; Robertson, 2008). Robertson (2008) states that although overcoming
the digital gap between ELLs and traditional students is difficult, students are extremely
motivated and enthusiastic about technology when they have meaningful access to the
instruction[And teachers must] observe and reflect on [students] learning needsto
help them transition to a high-tech society and a successful future.

13

21st CENTURY ENGLISH LANGUAGE LEARNERS

Application of Learning Technologies
In addition to the three Rs, rigor, relevance and richness (Minkel, 2007), students
also to need to develop and exhibit the three Cs, creativity, communication, and
collaboration, according to the founder of the Center for Teaching Quality, Barnett Berry
(2010). Educators across the country are taking initiative and testing new technologies to
meet the learning needs of ELL students and improve their creativity, communication,
and collaboration.
Bob Moore, an elementary teacher in Los Angeles, faced the following challenge:
how could he help his ELLs deal with difficult text while sticking to the district
curriculum and meeting state standards? He began by using videos, including educational
material, silent films, and PBS programs, while intermittently engaging students in
discussions and writing. He found that it was much easier for students to grasp the target
concept through watching a video, than by simply reading text. Moore finally found his
solution through the implementation of learning technologies, specifically the
combination of whiteboards, projectors and web-based media. He projects images onto
the whiteboard and students then complete tasks, such as drawing science models, editing
writing samples, and playing word games. Moore believes that his students have high
awareness to visual images and relate better to big-screen images; he takes advantage
of this to increase ELLs motivation, comprehension, and retention (Moore, 2003).
Kathy Shirley, a technology director, discovered a way to use iPods to supplement
literacy instruction for ELLs, and established the I Record Educational Audio Digitally
(iREAD) project at her school in California. Students record themselves reading for
practice and assessment on iPods. Shirley says the voice recordings create an instant

14

21st CENTURY ENGLISH LANGUAGE LEARNERS

feedback loop and helps students hear what they actually sound like while reading, a
task not easy for struggling readers. In this way, the technology is helping students in a
way teachers cannot. The teacher can upload the recordings to iTunes as podcasts,
allowing students, teachers, and parents to access them outside the classroom. This
program is especially beneficial for ELLs because it is low anxiety; it removes the
pressure of reading in front of the class or reading group. The schools implementing
iREAD have seen results in terms of their students reading fluency; students using the
iPods have achieved twice the average word count per minute and made a years progress
in six weeks. Teachers using iREAD have said: students are more engaged than ever,
even the most hesitant readers are motivated, and theres less of [the teacher] talking and
more of [the students] doing. A program such as this is also more economical than
laptop computers and is more appropriate for elementary students (Chen, 2010).
Jon Schwartz, also an elementary teacher, uses blogs to motivate his ELLs to
write. In his class, blogs help students find their creative muse and learn about the
technological world they are inheriting. Schwartz conscientiously planned his program
before beginning by ensuring the online spaces were safe and anonymous, involving
parents so they understood the project, and teaching students about Internet safety.
Typically when students submit assignments, the main audience is the teacher, feedback
is slow and authenticity is lacking. When students publish their writing and art to a blog,
however, the teacher is able to provide input quickly and other students are able to
comment. Schwartz found that his students creativity and motivation surged because
their work could be viewed instantly by an authentic audience that mattered to them.
Not only does blog writing encourage reluctant or shy writers, but also it enables students

15

21st CENTURY ENGLISH LANGUAGE LEARNERS

to connect to the world. Additionally, students learn 21st century skills, such as digital
citizenship, Internet research, typing, critical evaluation of online material, sourcing and
marketing. These skills are important to teach all students, but particularly ELLs because
they might not have had these opportunities at home. Schwartz states that using
technology to teach the state standards offered his class a fresh approach to the content.
The blog project gave his students confidence and enabled him to bridge cultural and
technological gaps with his ELLs and their families (Schwartz, 2011).
Larry Ferlazzo and Katie Hull Sypnieski, both teachers with large populations of
ELLs in their classrooms, integrate videos into their ESL instruction. They affirm that
videos can be effective learning tools as long as they involve active participation by
students. Quality resources provide ELLs with supportive video input for audio
information, and can provide valuable linguistic and cultural knowledge. However, their
research (Burt, 1999) has led them to conclude video media are most beneficial when the
teacher guides students throughout instruction, viewing of the media and related activities
(Burt, 1999). In the article Eight Way to Use Video with English Language Learners
(2012), Ferlazzo and Sypnieski suggest various methods for using videos that stimulate
students critical thinking, problem solving, and inductive learning skills. Using videos in
an effective, active way can increase student interest, help them to make more
meaningful connections, and demonstrate how language functions in various contexts
(Ferlazzo & Sypnieski, 2012).
Clifford Lee and Yumi Matsui, high school teachers and writing coaches, use
digital storytelling for a project-based learning in their classrooms. They integrate
history, social studies, technology and English language arts in a semester-long project

16

21st CENTURY ENGLISH LANGUAGE LEARNERS

that requires students to create a short film about immigration. Throughout the semester,
students must write, organize information, collaborate with partners, make decisions,
resolve conflicts, present, edit writing, revise ideas, and use technology appropriately and
effectively. All of these are skills they will need to succeed in college and beyond. The
teachers are teaching these skills through practical applications and are able to practice
them in authentic meaningful situations. Having an end goal to strive for led to students
taking initiative for their learning and working responsibly. The project required students
to use writing or storytelling elements that are not clear in simple essay writing, such as
mood, voice, and tone. Students were not writing strictly for a grade or to get it done.
Instead they were creating a project for an authentic audience that mattered to them,
similar to Schwartzs students and their blogs (Schwartz, 2011). Lee and Matsui found
their American Immigration Project to be particularly effect with ELLs because it was
meaningful for them to tell their own or their familys story. It also helped students to
develop literacy and writing skills on multiple levels, as well as required them to cultivate
and use 21st century skills. Students said of their work: it is the best stuff Ive written,
it was real, and I was impacted by it. Lee said that his students were empowered and
understood that their writing could be meaningful to them and others (Pearson, 2009).
Conclusion
It is predicted that by 2025 one of very four students enrolled in public schools in
the United States will be an English language learner (Education Association, 2008). As
the ELL population grows, so will the need for teachers to find and utilize strategies and
resources in the classroom to meet their distinct and many needs.

17

21st CENTURY ENGLISH LANGUAGE LEARNERS

I believe that technology can counter some of the current issues facing ESL
education. A high student to teacher ratio can be addressed with personal computers that
allow students to work independently while the teacher works with smaller groups of
students. Computers also offer one-on-one language instruction for students, which is not
always possible. The strain caused by large funding gaps for ELLs (Thomas, 2008) might
be lessened with the use of technologies that continue to grow more accessible and
affordable, instead of expensive textbooks and curriculum adoptions. Some families
cannot provide academic support due to limited English and education levels; teaching a
student to utilize technological resources, however, offers academic support outside of
the classroom through the Internet, communications, and information acquisition.
Research has proven, that in most instances, integrating technology into ESL
instruction provides motivation, freedom, and encouragement ELLs need and supports
their development of successful learning strategies. Traore and Kyei-Blankson (2011)
emphasize, teachers need to focus on the importance of using authentic and interactive
activities, materials should be selected with the needs and interests of the students in
mindand the activities should be well supported by the technology (p. 564). By taking
each of these into serious consideration, the teacher can provide quality instruction for
every English language learner.

18

21st CENTURY ENGLISH LANGUAGE LEARNERS

References
Beechler, S. & Williams, S. (2012). Computer assisted instruction and elementary esl
students in sight word recognition. International journal of business and social
science, 3(4), 85-92. Retrieved from
http://search.proquest.com/docview/918788841?accountid=7113
Berry, B. (2010). How do you define 21st century learning? Education Week. Retrieved
from http://www.edweek.org/tsb/articles/2010/10/12/01panel.h04.html
Burt, M. (1999). Using video with adult english language learners. Retrieved from
http://www.cal.org/caela/esl_resources/digests/video.html
Chapelle, C. A. (2007). Technology and second language acquisition. Annual review of
Applied linguistics, 27, 98-114. doi: 10.1017/S0267190508070050
Chapelle, C. (2010). The spread of computer-assisted language learning. Language
teaching, 43(1), 66-74. doi: http://dx.doi.org/10.1017/S0261444809005850
Chen, M. (2010, May 17). ipod, ilisten, iread. Retrieved from
http://www.edutopia.org/blog/ipod-improves-reading-skills
Educators, technology and 21st century skills: Dispelling five myths. (2010). Manuscript
submitted for publication, Richard W. Riley College of Education and
Leadership, Walden University, Minneapolis, MN, Retrieved from
http://www.waldenu.edu/masters/~/media/Files/WAL/full-report-dispelling-fivemyths.ashx
Ferlazzo, L. & Sypnieski, K.H. (2012, October 10). Eight ways to use video with Englishlanguage learners. Retrieved from http://www.edutopia.org/blog/ell-engagementusing-video-larry-ferlazzo-katie-hull-sypnieski

19

21st CENTURY ENGLISH LANGUAGE LEARNERS

Gowen, A. (2009, December 6). Without ready access to computers, students struggle.
Washington Post. Retrieved from http://www.washingtonpost.com/wpdyn/content/article/2009/12/05/AR2009120501746.html
Jakes, D. (2005, December 1). Making a case for digital storytelling. Retrieved from
http://www.techlearning.com/tech/media-coordinators/0018/making-a-case-fordigital-storytelling/43134
Jamieson, J. (2005). Trends in computer-based second language assessment. Annual
review of applied linguistics, 25, 228-242. Retrieved from
http://libproxy.library.unt.edu:2055/docview/197984864/abstract?accountid=7113
Meskill, C. & Mossop, J. (2000). Technologies use with esl learning in new york state:
Preliminary report. Journal of educational computing research, 22(3), 265-284.
doi: http://dx.doi.org/10.2190/9G4W-V1JE-XY69-L1ME
Minkel, J. (2007, December). To triumph in this country/triunfar en este pas. Retrieved
from
http://www.pbs.org/teachers/blogs/2007/12/to_triumph_in_this_countrytriunfar_e
n_este_pas.html
Moore, B. (2003, February 10). Broadband, big screen!: Enlivening English language
learning. Retrieved from http:// http://www.edutopia.org/broadband-big-screenenlivening-english-language-learning
National Education Association. (2008). English language learners face unique
challenges. Washington, DC: Van Roekel, D. Retrieved from
http://www.weac.org/Libraries/PDF/ELL.sflb.ashx

20

21st CENTURY ENGLISH LANGUAGE LEARNERS

New York City Department of Education (n.d.). Enhancing digital literacy. Retrieved
from
http://schools.nyc.gov/community/innovation/ConnectedFoundations/EDL/default
.htm
Park, C.N. & Son, J.B. (2009). Implementing computer-assisted language learning in the
efl classroom: Teachers perceptions and perspectives. International journal of
pedagogies and learning, 5(2), 80-101. doi: http://dx.doi.org/10.5172/ijpl.5.2.80
Pearson Foundation. (2009, January). Literacy, ell, and digital storytelling: 21st century
learning in action [video file]. Retrieved from
http://www.nwp.org/cs/public/print/resource/2790
Peterson, M. (2010). Computerized games and simulations in computer-assisted
language learning: A meta-analysis of research. Simulation Gaming, 41(1), 7293. doi: http://dx.doi.org/ 10.1177/1046878109355684
Robertson, K. (2008). Preparing ELLs to be 21st-century learners. Retrieved from http://
http://www.colorincolorado.org/article/21431
Schwartz, J. (2011, July 14). Using blogs to engage English language learners. Retrieved
from http://www.edutopia.org/blog/ell-digital-divide-jon-schwartz
Smart, M.P. (2008, December 10). The word and world: Technology aids Englishlanguage learners. Retrieved from http:// http://www.edutopia.org/technologysoftware-english-language-learners
Son, J.B. (2008). Using web-based language learning activities in the esl classroom.
International journal of pedagogies and learning, 4(4), 34-43. doi:
http://dx.doi.org/ 10.5172/ijpl.4.4.34

21

21st CENTURY ENGLISH LANGUAGE LEARNERS

SouthEast Initiatives Regional Technology in Education Consortium. (2005). English
language learners and technology. SEIRTEC News Wire, 7(1), 1-31. Retrieved
from https://schoolweb.dysart.org/EdTech/uploads/initiatives/ELD/Vol7_1.pdf
Thomas, G. D. (2008, Apr 21). K-12 funding leaves some children behind. The Hispanic
Outlook in Higher Education, 18, 26-27. Retrieved from
http://search.proquest.com/docview/219304001?accountid=7113
Traore, M., & Kyei--Blankson, L. (2011). Using literature and multiple technologies in
esl instruction. Journal of language teaching and research, 2(3), 561-568. doi:
10.4304/jltr.2.3.561-568
Zimmerman, A. & Tomasello, D. (n.d.) Differentiated instruction: English language
learners. Retrieved from
http://www.scholastic.com/teachers/article/differentiated-instruction-englishlanguage-learners

22