Technological Advances in the Classroom: The Linguistic and Social Adaptations for English Language Learners (ELLs)

Abstract

English Language Learners (ELLs) who attend public schools in the United States, including Milford Central School District, face learning barriers through technology which limit their appropriate and necessary use in learning a new or second language. Research has identified the main barriers as a lack of educator preparation in technology, student preparation in technology use, properly using technology to aid in finding language models for students, setting up proper guidelines or safety rules for students using technology, limited knowledge on using technology for social communication, and finding ways to use technology as a tool to aid in overall student connection. To overcome these barriers, the Milford Central School District should host a minimum of three educator- community (families, students, or other noted members) meetings throughout the school year. These meetings will aim to discuss existing policies, identity needs, and gather suggestions on the effective implementation of technologies that can support ELLs in their language learning. Recommendations include further research on integrating technology into teacher preparation programs, establishing quarterly district meetings to review and adapt technologies and polices to meet the needs of ELL students, and implementing targeted technologies to aid in specific language learning goals.