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Adolescent English learners’ language development in technology-enhanced classrooms
|Title:||Adolescent English learners’ language development in technology-enhanced classrooms|
Second Language Acquisition
Computer-Assisted Language Learning
|Date Issued:||Oct 2020|
|Publisher:||University of Hawaii National Foreign Language Resource Center|
Center for Language & Technology
(co-sponsored by Center for Open Educational Resources and Language Learning, University of Texas at Austin)
|Citation:||Carhill-Poza, A., & Chen, J. (2020). Adolescent English learners’ language development in technology-enhanced classrooms. Language Learning & Technology, 24(3), 52–69. http://hdl.handle.net/10125/44738|
|Abstract:||Despite their demographic importance in U.S. classrooms, little is known about how the strengths and needs of English learners are engaged through technology, particularly as it is embodied by one-to-one devices such as iPads and Chromebooks. An exploratory study of English learners in technology-enhanced classrooms was undertaken at an urban secondary school with a strong ongoing commitment to student-centered uses of technology. The study used quantitative classroom observations and student surveys to explain variation in English language development among English learners and across classrooms. Findings show that the features of technology-enhanced classrooms that best supported language development were aligned with student-centered and strengths-based teaching; the use of technology in the classroom alone was insufficient. Our findings also bring to light individual characteristics of English learners that shaped their language development in technology-enhanced classrooms. These individual characteristics include academic engagement and language use with friends, as well as student work and being over-age for their grade.|
|Appears in Collections:||
Volume 24 Number 3, October 2020|
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