3. # of ELL learners continue to grow
background
ELL population had continued to grow and is expected to grow even further
According to Consolidated State Performance Reports (CSPR), between 1997-
1998 to 2008-2009 the number of ELL in public schools (pre-K-12) increased
from 3.5mn to 5.3mn. This is a 53% increase during a period in which general
student population only grew by 8.5%.
According to National Education Association (NEA), ELL enrollment in US schools
are expected to reach 10mn and, by 2025, approximately 25% of public
school students will be ELL
Who are these ELL students? (by NEA)
Native born US citizens account for 76% of elementary school ELLs and 56% of
secondary school ELLs. More than 50% of ELLs in public secondary school are
second or third generation US citizens
2/3 of ELL come from low-income families and 3/4 are Spanish speaking.
There are achievement gaps in academic performance between ELLs and non-
ELL students
Source: (National Education Association, 2008)
3
4. Two types of English language skill
BICS (Basic Interpersonal Communication Skills)
Skills necessary for social interactions
Often easy to see for others
Involve listening comprehension and speaking skills sufficient to understand and
respond to social interactions
CALP (Cognitive/Academic Language Proficiency)
Skills necessary for performance in academic situation
Skills encompass listening, speaking, reading and writing capabilities
Skills in relation to learning academic contents are important
Becoming proficient include both of linguistic and concept development
Involve problem solving, inferring, analyzing, synthesizing, and predicting
background
Source: (Cummins, 1981)
4
5. Demand for ELL learners are increasing
background
Demand from ‘No Child Left Behind Act’ (NCLB) provisions
Under the law, each district and school needs to show academic performance for
subgroups of students, which includes ELL learners. They need to not only show
their English proficiency but also meet the same academic standards in reading
and math as non-ELL students.
Implication of the Common Core Standards
“The standards define language as far beyond grammar and vocabulary and
require important language functions, such as evaluating complex texts,
constructing effective arguments, and conveying intricate and multifaceted
information”
This implies that ELL learners need to be capable of performing collaborative,
inquiry-based, task-based learning in each academic discipline with other non-
ELLs.
Source: (Hakuta from Stanford's “Understanding Language Initiative”, 2012)
5
6. Key elements in ELL education: 1
The idea of “Individualized instruction”, which is gaining traction in K-12
education today, stresses the importance of the following factors:
Recognizing each learners’ zone of capabilities and design activities that push them to be
better and be challenged but not exceeding the capacity to grow
Make various choices available to adapt to individual learners’ learning styles (visual,
auditory, tactile and kinesthetic), pace or learning, capability and appropriate goal
This idea is particularly relevant in ELL education whose learners are diverse in
various aspects including below and need individual attention and instruction.
Prior educational background (explains where learners currently stand in terms of
vocabulary level, understanding of language concept/academic contents and cognitive skills)
Cultural background
Language use at home
background
Attention to individual learners: Effective ELL educators would be able to
monitor and provide feedback to individual learners who are very different
from each other.
6
7. Key elements in ELL education: 2
background
Choices for engaging classroom activities: ELL learners need activities that
are engaging, shame-free and appropriate for their respective learning
goals. Cooperative learning opportunities are also essential.
ELL learners learn from engaging themselves into hands on experiences that are
provided in shame-free environment with appropriate aid:
Projects that develops visual-verbal connection by utilizing visual thinking skills
Opportunities for expression (i.e. with artifacts that are personally meaningful)
ELL learners also learn from interacting with others. Cooperative learning among
learners provide a shared learning experience that are purposeful and adaptable:
Learners experience the process of clarifying and negotiating of meaning, comparing and
contrasting views and jointly synthesizing information together through social interaction
During the process, varying level of language would input take place; Low level
input=‘repetition of information’, middle-level input=‘stating of new information’, high-level
input=‘integrating information and creating rationales for its use’
7
8. Key elements in ELL education: 3
background
Opportunities to learn anytime anywhere: Informal learning experiences of
the ELL learners are as important as those in classrooms. Connecting those
two effectively enhances the overall effectiveness of ELL education.
ELL learners could learn significantly from opportunities beyond ELL classes if
they have easy access to resources whenever necessary:
Learns could access new contents or contents from previous learning for review at home,
in which English might not be a dominant language in use
Learners would be able to learn English with their native language (i.e. dictionary)
because improvement in native language skills is as important to be proficient in English
Educators’ access to how ELL learners learn informally would enhance the
effectiveness of in-class activities:
Educators would understand where learners are, which will give guide to better use of
the in-class face to face interaction time
By capturing both in class and beyond classroom activities of the learners, educators
would be able to provide homework that are appropriate in level and quantity
8
9. Blended learning model as a solution
Brick-and-mortar Online learning
Blended Learning
Blended learning:
A formal education program in which a student learns at least in part
through online delivery of content and instruction with
some element of student control over time, place, path and/or pace
and
At least in part at a supervised brick-and-mortar location away from
home
(Staker & Horn, 2012)
Traditional
Instruction
Technology-rich
Instruction
Informal
Online Learning
Full-time
Online Learning
particularly important for ELL education
background
9
10. Brick-and-mortar
ELL education and blended learning model
Online learning
Blended Learning
Traditional
Instruction
Technology-rich
Instruction
Informal
Online Learning
Full-time
Online Learning
PC at home
Cell phones
anywhere
background
Improved attention to individual
learners (richer and deeper
interaction between educator and
learner)
More opportunities for ELL learners to
learn anytime anywhere
Greater choices for engaging
classroom activities that encourage
social interactions among learners
PC in class
Cell phones
in class
10
11. Examples of ELL with blended learning model
Examples of extending learning experiences beyond classroom
Example of ipad introduction in High School (IL)
Reasons for device choice: ‘mobility, flexibility, screen size, instant boo-up, long battery
life, app-based touch screen interface’
Frequently used application: dictionary, Kindle e-Reader app (includes instant
interaction, dictionary and memo), SmartNote productivity application tor HW
recording, writing assignments with Pages app and upload to iBook Library
Example of ipod touch introduction in Middle School (TX)
Reasons for device choice: ‘portability, capability to record at home, equip important
tools such as translation and dictionaries, portability’
Frequently used applications: Voice Memo app enables student to create voice memo
file and reflect/assess their own fluency, share with others in the iTunes library
throughout the year
(Demski, 201)
background
11
12. Brick-and-mortar
ELL education and cell phones
Online learning
Blended Learning
Traditional
Instruction
Technology-rich
Instruction
Informal
Online Learning
Full-time
Online Learning
PC in class
Cell phones
in class
PC at home
Cell phones
anywhere
(*)
Even in situations
where
access to one PC
per learner
in class/home or
Tablet
PC/smartphones
are absent, there
are ways ELL
learners can still
benefit from
blended learning
opportunities via
their cell phones.
background
Improved attention to individual
learners (richer and deeper
interaction between educator and
learner)
More opportunities for ELL learners to
learn anytime anywhere
Greater choices for engaging
classroom activities that encourage
social interactions among learners
12
13. More ELL learners now have cell phones
Lower hardware cost and running cost for usage compared to PC
For example.. 77 percent of 12- to 17-year-olds have cell phones, a major jump from
45 percent in 2004
For example.. In Brazil, 76% of mobile users access internet by feature phone
Its pervasive nature, durability and portability is appropriate as a tool to provide
learning experience ‘anywhere anytime’
Cell phone are readily accessible for both learners and educators, makes customized
contents delivery and progress checking easier. Learners can also revisit their learning
later as many as they want.
“can be spontaneous, personal, informal, contextual, portable, ubiquitous and
pervasive (so integrated with daily activities that it is hardly noticed)” (Kukulska-Hulme,
2010)
“enable enhanced connectivity with information and other users, thereby promoting the
socio-cultural dimension of learning” (Hoven and Palalas, 2011)
“reinforces oral and aural skills” (Abdous, Camarena, & Facer, 2009)
ELL learners and cell phones
background
13
14. A three-year project on m-learning suggest below observations in 2004.
(One of the research was taken in Sweden for students learning English in a City
of Stockholm school)
Mobile learning helped:
Learners to improve their literacy and to recognize their existing abilities; identify
areas where they need assistance and support
To encourage both independent and collaborative learning experiences
Learners to remain more focused for longer periods
To raise self-esteem and self-confidence
A research project on ELL blended learning in Japan suggest below conclusions
in 2005.
Mobile devices can be:
Effective in providing foreign language learning contents to learners
Helpful for new vocabulary acquisition because rich multimedia are effective in
capturing their interest and text messages can push study opportunities at students
Cell phones (even not smartphone) has merits
background
(Thornton & Houser, 2005)
14
15. ELL educators role still very important
background
Technology is not always perfect
Some technical concerns
Device battery life
Device screen size
Access to internet influenced by signal availability, monthly plan, etc
Some other concerns
Varying level of digital literacy
Privacy and online security issues
Professional development
…particularly for ELL learners. ELL educators need to make sure that ICT tools
are used in a way it is most effective in developing appropriate language skills
To make sure learners acquires correct writing style and grammar since not all of what
they see today on the internet encourages the correct way (i.e. Tweets, casual web
posts, etc)
To make sure subtle nuances associated with language use are taught in person and
through social interactions within the classroom
15
16. A: Tools focused on reading and vocabulary that are fundamental to other strands
of language (listening, speaking, and writing)
B: Tools for creation (relevant to all four strands of language)
C: Tools for cooperative learning (collaboration among learners)
D: Tools to enhance communication between educator and learners
E: Tools to support ELL educators on course delivery
Tools
Web2.0 and mobile tools that are relevant to ELL education identified for this project are
categorized as below and presented in the following pages. Many of them are now available
so that the purpose could be served even without having PC and most of them are free of
charge. For many tools, links to additional resource on how those tools are used are also
provided. Tools listed under B could also be used for C and E as well.
These tools are expected to serve some of the fundamental needs of the ELL learners; the
individualized engaging learning activities, the cooperative experiences with other learners
and the means to access resources for learning beyond classroom settings.
Tools available for ELL educators/learners
16
17. A: Tools focused on reading and vocabulary
News in Levels
News are provided in three different levels of difficulty. Fosters
reading/listening skill. (how to use News in Levels in class – Resource)
Reading
Starfall
Free service to teach children to read with phonics.
(Resource for Kindergarten educators)
Reading Web
Web
Reading A-Z
Thousands of teacher materials for effective reading instruction in various
level, genre, etc. Also have Vocabulary A-Z, Writing A-Z.
Reading Web$
Textnovel
Social network for authors and readers of serial fiction. The first English
language cell phone novel website. Can write/read with cell phones too
Reading
Vocabulary
Spelling City
Can create an efficient game-based study of literacy skills using any
word list (Source on how to use this site)
Vocab Web
OK
Flashcard Stash
Can create customized flashcards with images, engaging games,
automated quizzes, real example sentences, definitions from dictionaries
Vocab Web
Martha Speaks Dog
Party
(created by PBS KIDS and proven by research study to enrich
vocabulary) Currently available only in iphone and ipod touch
Vocab OK
Word Sift
Visuwords
Can create dynamic graphics with word definition (dictionary) and its
connection with other words/concepts (thesaurus).
Vocab Web
iVocabulary
Google Translate
Available in apple products. (How to use Google Translate in groups to
improve range and depth of vocab – Source).
Vocab OK
Tools
(See also “Reference” for further resources for reading)
PaperRater Provides online proofreading, grammar and spelling check for freeGrammar Web
17
18. B: Tools for creation (blogs, canvas, audio)
Blogger by Google
Posterous by Twitter
WordPress
Blogging platform. Non-text contents (such as photos) can also be
embedded. Allows multi user blogging as well.
Create
Blog OK
Kidblog Blogging platformCreate
Blog
Web
Edublog
Blogging platform powered by WordPress, free trial for 30 days, if up to
32MB free (Edublog Community for educators
Create
Blog OK$
Yodio
Platform for creating graphic rich audio files. Recording, publishing and
sharing from phones are possible.
Create
Audio+Vis
ual
OK
Linoit
Open space for sticky notes & canvas (space for personalized creation,
videos and photos allowed) that can be personalized and shared.
Create
Canvas OK
Twiddla
Wallwisher
Open space similar to Linoit for personalized workspaceCreate
Canvas
Web
Voki
Create avatars that speak. (more than 150 lessons plans for ESL/ELL
available – here)
Create
Audio+Vis
ual
Web
Blogtalkradio Create original radio showCreate
Audio
Web
IPadio
Broadcast live to the web from a phone call
(resource on how to use this to create phonecasting channel)
Create
Audio OK
Tools
18
19. VoiceThread
Can record live annotations, collect comments, create online games and
activities such as flash cards (educators community of VoiceThread users)
(scholarly articles and studies on VoiceThread in Language Learning)
(how to use VoiceThread in classroom – wiki#1, wiki#2)
Create
Audio OK$
Google Voice Record audioCreate
Audio
Vocaroo
Record MP3
Record audioCreate
Audio
Web
OK
Jing
Screenr
ScreenCastle
Capture screenshot and audio recording
Create
Screenshot
+Audio
Web
pixlr Tools to edit photosCreate
Photo edit
Big Hug eLabs
Pic.lits
Tools to edit photosCreate
Photo edit
Web
OK
Fotobabble Tools to edit photos with voice recording
Create
Photo
+Audio
Web
Loopster Tools to edit video onlineCreate
Video edit
Web
B: Tools for creation (audio, screenshots, editing)
Tools
19
20. Tools
Glogster Edu
Platform for creating online multimedia posters, free up to 10 student
accounts; cooperates with Wikispaces, Edmodo, and SchoolTube
Create
multimedia
Web
Animoto
Platform for creating videos from photos, video clips, words and music.
Lite plan is free. (sample videos on how educators use Animoto)
Create
multimedia OK
Kerpoof
Free platform for children to be creative (by Walt Disney)
(how to use Kerpoof in classroom – video and resources)
Create
multimedia
Web
Scratch
Free platform for design and creation with focus on creative computation
skill (by MIT) (educators community site – ScratchEd)
Create
multimedia
Web
StoryChasers
Create original interview project (Suggested audio interview projects:
tutorial)
Create
multimedia
Web
Storybird
TikaTok
Tools for digital storytelling (how to use Storybird class). Other similar
tools include: Microsoft’s Photo Story, Tux Paint, Tel.A.Vision, StoryJumper’
(for younger children book) and ‘LittleBirdTales
Create
Story
Web
Qwiki
Puppet Pals
Tool for digital storytelling.
(currently available in apple devices)
Create
Story OK
Draw a Stickman
Foster reading through simple storytelling by drawing objects suggested
by the story
Create
Story
Web
xtranormal Turns words into a 3D animated movieCreate
multimedia
Web
B: Tools for creation (multimedia, story)
20
21. Prezi
Tool to create visually engaging presentation. Can be used for
vocabulary building and concept mapping.
Create
Presentation
Web
Comic Life
Can create comics (how to use Comic Life in classroom – blog)
(scholarly article on how creating comics could be used for learning)
Create
Comic
Web
Make Beliefs Comix
Can create comics
(how to use Make Beliefs Comix in classroom – 21 ways)
Create
Comic
Web
$
MindMeister
Can create mind maps, collaborate with others by creating brainstorming
drawing together (Resource on how to use this in education)
Create
Mind Map$ OK
Tagxedo
Wordle
Tool to create word cloud (collage)
Create
Word
collage
Web
Cool Text Tool to create custom logo with creative fonts
Create
Custom
Logo
Web
Hero Factory Tool to create personalized hero figure
Create
Custom
Hero
Web
B: Tools for creation (comic, other visual artifacts)
Tools
21
22. SlideShare Tool to share presentation filesShare
Presentation
Web
Diigo
Online research tool and collaborative research platform (includes social
bookmarking, web annotation, tagging and group based collaboration)
(diigo provides resources for educators here)
(resources on how to use Diigo in classroom – link)
‘Delicious’ is also social bookmark tool, only available for iphone
Share
Research OK
C: Tools for cooperative learning
Tools
A.nnotate
Tools for sharing and storing annotation notes on documents (including
images) online
Share
Annotation
Web
Wiggio
Platform to enhance group collaboration experience online. Available on
iPhone.
Collabo
rate
Google Doc
Wikispace
Platform to enhance group collaboration experience online. Google Doc
are available on smartphones.
Collabo
rate
Web
OK
Scribblar, CoSketch,
Twiddla, ScRibLink
Platform to enhance group collaboration experience online.
Collabo
rate
Web
join.me
LiveMinutes
Tool for collaborative conference (with screenshot share)
Confere
nce
Web
SCVNGR Learn by playing scavenger hunt games in groups
Group
Game OK
22
23. Tools
Educators and
learners beyond
classroom
Celly (instant mobile social network)
GroupMe (text messaging groups in all device)
MailBliss (a mobile email service – provides an email address so that
messages are forwarded to phones as text message),
Phonevite (mass recorded phone messages)
Remind101 (even with parents)
StudyBoost (via SMS text)
Connect OK
Backchannel in
class
TodaysMeet (free quick way to create a class chatroom)Connect Web
Educators and
learners within
classroom
ClassPager’ (SMS classroom clicker)
Pigeonhole’ (real-time Q&A tool, visualize the popularity of questions)
Polldaddy (free up to 200 survey responses per year)
Poll Everywhere (free up to 40 audience)
Polltogo
SMS poll
Tricider (social voting tool, resource on how it is used in class),
WebSurveyCreator
Collect
responses OK
D: Communication between educator and ELLs
23
24. Tools
Quizlet
Can create online games and activities such as flash cards (available in
many subjects in addition to language) (Resource on how to use this)
Quiz
and
Games
OK
D: Communication between educator and ELLs
Socrative
Can create a series of educational exercises and games (quick
exercises/exit tickets/quizzes/games/polls, etc)
Quiz
and
Games
OK
BrainPop
Can create animated, curricular content and also provide free
educational games on its portal (Resource for teacher community)
Quiz
and
Games
Web
Understoodit
Can create a course material that enables to measure students’
understanding in real-time (Resource on how to use this)
Quiz
and
Games
OK$
‘Qupper’ - ESL
Provides an iterative e-learning resources in quiz format in various topics,
allows users to create their own quiz
Quiz
and
Games
OK
24
25. Google Image
Pics4Learning
Humanline
Free visual aids to useContent Web
Gliffy Free diagrams (free up to 5)Content Web
KeepVid
SaveMedia
Allows capturing streaming video, save it.Content Web
GoAnimate
TubeChop
Allows chopping a section from YouTube videoContent Web
Tools
StumbleUpon Provides sources of ideas from web pages based on your interestContent OK
E: Tools for improved course delivery (for educators)
Google SMS
application
Even those learners without smartphone, they can use Google
applications for education (SMS Search, Gmail SMS, Calendar SMS,
Blogger SMS, Google Voice SMS) via SMS text message
App OK
25
26. Moodle
Educators can organize, present and share knowledge through this free
platform (Community of educators)
CMS Web
Educanvas
Educators can organize, present and share knowledge through this free
platform.
CMS Web
Always Prepped
(Still Beta version) Provides educators a tool to aggregate and analyze
student’s classroom performance
CMS Web
Tools
Nearpod
Educators can create interactive mobile presentations and engage
children (who has ipads) and assess their performance
CMS OK
E: Tools for improved course delivery (for educators)
Web 2.0 tools
that are useful
Coursesites’ (free online class platform)
Doodle’ (scheduling, mobile available)
Dropbox (cloud storage)
Evernote (web-based note taking)
LiveBinders (online digital organizer)
PlanBoard (tool for lesson planning)
Symbaloo (personalize internet desktop)
Scoop.it & Paper.li (curation tools, could create classroom newspaper)
Other Web
(CMS=Course Management System)
26
27. Resource for ELL teachers
(ELL educators’ communities)
Classroom20.com: social network for educators interested in web2.0, social media, and
participative technologies in the classroom. (For example: ESL and Technology Group
Community.eflclassroom.com: resources including tools, lessons, games, discussion forums. More
than 27000 members
eduTecher: a website for educators and school seeking guidance about integrating technology
in the classroom (Can filter info by clicking ‘ESL’)
English Attack! :resources for 100% entertainment focused online resources for improving
English as a foreign of second language.
ESL Café: one of the most well known online forum sites on ESL, resources for educators
available
one stop english (some contents are not free): lesson plans, worksheets, audio, video and
flashcards, ‘the world’s number one resource site for ELL teachers’
TeachingEnglish by British Council/BBC: many free classroom materials, short activities, articles
on aspects of teaching, free teacher development and teacher training material
tesol (teachers of english to speakers of other languages) international association: (not free
for membership, brings together ELL educators across different countries
Resources
27
28. Resource for ELL teachers
(more general educators communities)
British Council: Extensive resources for English learners and English educators. Learn English
Kids from BC website also provide games and lesson plans that are ready to use
Edmodo: Social network for education, learning community for educators 7 Brilliant Ways to
use Edmodo (by edmodo) and 15 More Brilliant Ways to use Edmodo (by edmodo)
Google in Education: Provides a wealth of knowledge, resources and tools for teachers
including PD, Training, Community to share, Classroom tools such as lesson plans, classroom
videos and Google Apps for Education. 10 Powerful Ways to Use
Google in Education (by Edudemic)
LinkedIn: Social network for professionals. (ESL Teacher Professionals group, English Language
Teachers and Trainers of ESL group)
PBS Teachers: resources for teachers by grades, subjects including PD opportunities and
community for discussion YouTube: “Web 2.0 Technologies for Educators” (12min)
Scholastic: Global educational materials/book publisher’s flagship internet portal. ‘For
Teachers’ portal site include resources tools, strategies ideas, student activities, books, etc.
(Whiteboards for Language Arts)
10 PD Resources for ESL Teachers within ‘ESL Daily’
Resources
28
29. A blog "Everything ESL" by ESL teacher with 30+ years experience on lesson plans, teaching
tips and other resources (Twitter: @judiehaynes)
A blog ‘’English Teaching Tips and Games’’ by experienced teacher with TEFL qualification on
game uses in ELL
A blog "ESL Games" by ESL teacher focused on ‘games/fun’ ELL instructions, teaching
A blog “Technology in the ESL Classroom” from Squidoo (collection with articles and opinions
related to the theme)
A blog “English Pronunciation Resources for Students and Teachers” (17 links are included) by
a EFL teacher interested in the potential of tech for foreign languages learning (Blog home)
A blog “ESL Cyber Listening Lab” with various listening quiz contents
A diigo list “Engligh Resources”
Scoop.it on ‘ESL E-Learning”, “Technology education for ELL students”, “2.0 tools and ESL”
“9 Best Inforgraphics for English Teachers” from Always Prepped Blog
Audio stories (Storyline series), commercials to use in ESL classes (2009 recommendation, 2009
part 2, links)
Audio and video learning resources from Kids.LearnOutLoud.com
Podcasts on English Language from podomatic
Resource for ELL teachers
(blogs, articles, infographics)
Resources
29
30. Resource for ELL teachers
(education application review/overview)
APPitic: A directory of apps for learning. Categorized in various themes. Approximately 350
entries on Language Arts.
Common Sense Media’s App Reviews: Reviews are searchable by ages, entertainment type,
subject, skill, genre (of games), etc
“ICT support for ESL Competencies”: Extensive list and links of available ICT tools that could be
used in learning
IEAR (I Education Apps Review): It shows a community effort to grade “educational apps”,
have links to diigo group, scoops for news, wiki for tutorials, etc. Resources organized by
grade and subject.
“The Best Web 2.0 Tools for Teachers -2012 Edition-” at Dawson College Pedagogical Day –
Oct 12, 2012
“35 Digital Tools That Work with Bloom’s Taxonomy” from Edudemic – Nov 28, 2012
"EdTech: 100 Tech Tools for Teachers and Students" from Daily Tekk – Aprils 9, 2012 (helpful
10 categories that include ‘integrate mobile devices’, ‘social learning’, ‘games that tech’, etc)
Twitter Hashtags: #mlearning, #mobilelearning, #edapps, #appsforkids, #slide2learn,
#ipaded, #ipadchat
Resources
30
31. Resource for ELL teachers
(existent services that are not free but relevant)
DynEd ($): English language learning software for all ages and levels. Provide various services
including academic English, vocational English and business English.
Frontrow ($): Provide sound system that improves learning environment from acoustic
perspective.
Innovate Language.com ($): Video lessons, mobile applications, audio books, etc for business
English and academic English learners. It is the world’s largest language mobile education
application developer.
Livemocha ($ after 7 day free trial): the world’s largest online language community, launch
2007, 13million members in 190 countries, unique for their topic focused English instruction (20
learning packages), emphasis on content delivery in the basic and feature phone market
rather than smart phone, focus on engagement and collaborative approach, interaction with
native language speakers
Read Naturally ($): Provide research-based, research-proven reading intervention programs
and assessment tools for English learners
Rosetta Stone ($): Provide technology-based software solutions for learning languages (not
limited to English).
Resources
31
32. Reference
Abdous, M., Camarena, M. M., & Facer, B. (2009). MALL Technology: Use of Academic Podcasting in the Foreign
Language Classroom. Recall, 21(1), 76-95.
Attewell, J. (2004). Mobile technologies and learning. A technology update and m-learning project summary.
Retrieved from http://www.m-learning.org/
Brown, C. (2007). Supporting English Language Learners in Content-Reading. Reading Improvement, 44(1), 32-
39.
Cummins, J. (1981) “The Role of Primary Language Development in Promoting Educational Success for Language
Minority Students.” Schooling and Language Minority Students: A Theoretical Framework. Los Angeles:
Evaluation, Dissemination, and Assessment
Demski, J. (2011). ELL to Go. T.H.E. Journal, 38(5), 28-32.
Facella, M. A., Rampino, K. M., & Shea, E. K. (2005). Effective Teaching Strategies for English Language
Learners. Bilingual Research Journal, 29(1), 209-221.
Hoven, D., & Palalas, A. (2011). (Re)Conceptualizing Design Approaches for Mobile Language Learning.
CALICO Journal, 28(3), 699-720.
Johnson, D. W., Association for Supervision and Curriculum Development, A. A., & And, O. (1984). Circles of
Learning. Cooperation in the Classroom.
Kukulska-Hulme, A. (2010). Mobile learning as a catalyst for change. Open Learning, 25(3), 181-185.
Reference
32
33. Reference
Lundquist, A. M., & Hill, J. (2009). English Language Learning and Leadership: Putting It All Together. Phi Delta
Kappan, 91(3), 38-43
Motteram, G., & Sharma, P. (2009). Blended Learning in a Web 2.0 World. International Journal of Emerging
Technologies & Society, Vol.7, No.2, 2009, pp: 83-96. Retrieved from
http://ictaugustine.pbworks.com/f/Blending+Learning+in+a+Web+2+World.pdf
Murphy, A. F. (2009). Tracking the Progress of English Language Learners. Phi Delta Kappan, 91(3), 25.
Sandberg, J., Maris, M., & de Geus, K. (2011). Mobile English learning: An evidence-based study with fifth
graders. Computers & Education, 57(1), 1334-1347.
Staker, H., & Horn, M. (2012). Classifying K-12 Blended Learning. Innosight Institute. Retrieved from
http://www.innosightinstitute.org/innosight/wp-content/uploads/2012/05/Classifying-K-12-blended-
learning2.pdf
Thornton, P., & Houser, C. (2005). Using mobile phones in English education in Japan. Journal Of Computer
Assisted Learning, 21(3), 217-228.
Tabatabaei, O., & Goojani, A. H. (2012). The impact of text-messaging on vocabulary learning of iranian EFL
learners. Cross-Cultural Communication, 8(2), 47-55.
Verdugo, R. R., & Flores, B. (2007). English-Language Learners: Key Issues. Education And Urban Society,
39(2), 167-193.
Reference
33
34. Reference
The Connected Learner’s Guide to Proper Grammar. Retrieved from http://edudemic.com/2012/11/the-
connected-learners-guide-to-proper-grammar/
English Language Learners Face Unique Challenges. Retried from
http://www.weac.org/Libraries/PDF/ELL.sflb.ashx
Four Smart Ways to Use Cell Phones in Class. Retrieved from http://blogs.kqed.org/mindshift/2012/11/four-
smart-ways-to-use-cell-phones-in-class/
Mobile Devices for Learning: What You Need to Know. Retrieved from http://www.edutopia.org/mobile-devices-
learning-resource-guide?download=yes
The New Teacher Book – Strategies For Improving Instruction For English Language Learners. Retrieved from
http://www.rethinkingschools.org/publication/newteacher/NTBilingual.shtml
The 4 Big Reasons You Should Try Mobile Learning. Retrieved from http://edudemic.com/2012/08/the-4-big-
reasons-you-should-try-mobile-learning/
Shared Responsibility: Achieving Success with English-Language Learners. Retrieved from
http://www.pdkmembers.org/members_online/publications/Archive/pdf/k0706le1.pdf
Six Key Strategies for Teachers of English-Language Learners (Alliance for Excellent Education). Retrieved from
http://www.all4ed.org/files/archive/publications/SixKeyStrategies.pdf
Storyline Approach to Language Teaching and Learning. Retrieved from
http://oupeltglobalblog.com/2012/10/17/a-storyline-approach-to-language-teaching-and-learning/
Strategies for ESL Teachers (Tennessee ESL Resource Guide). Retrieved from
http://www.eslmonkeys.com/book/teacher/eslstrategies.pdf
Reference
34
35. Reference
Strategies for Teachers of ELL students. Retrieved from
http://www.suu.edu/ed/resource/strategiesforteachersofellstudents.pdf
Teens, Smartphones & Texting (Pew Internet Project). Retrieved from
http://pewinternet.org/~/media//Files/Reports/2012/PIP_Teens_Smartphones_and_Texting.pdf
Tennessee ESL Resource Guide. Retrieved from http://www.eslmonkeys.com/book/teacher/eslstrategies.pdf
The Word and the World: Technology Aids English Language Learners. Retrieved from
http://www.edutopia.org/technology-software-english-language-learners
Reference
35
