1. S
A Technology-Based Literacy
Approach for Our Youngest
English Language Learners
Erin L. White, M.S.
Purdue University North Central
Anastasia M. Trekles, Ph.D
Purdue University Calumet
Slides available: http://slideshare.net/andella

2. Overview
S The English Language Learner preschool-age population is
growing steadily in the US
S Today’s children are primarily digital natives, regardless of their
culture, and are highly motivated by the opportunity to use
technology
S We take the approach that a well-planned technology-
enhanced curriculum is an appropriate and effective means to
improve young English Language Learners’ (ELL) literacy skills
and vocabulary
S You will learn about the various apps, tools, and techniques
available to take full advantage of technology with young ELLs

3. Terms to Know
S English Language Learner (ELL): A learner who is acquiring the
English Language (may include ESL, ENL, LEP students)
S Computer-Assisted Language Learning (CALL): The search for and
study of various applications and uses of computers within the field of
language teaching and learning
S Computer-Assisted Pronunciation Training (CAPT): Specific
technology that utilizes Automatic Speech Recognition (ASR) software to
record and evaluate the accuracy of an individual’s pronunciation and
provide feedback and modified instructional scaffolding.
S ELL Design Quadrant: A broad reference model that aims to help
educators/designers align and enhance their technology integration with
sound pedagogy (various learning and language acquisition theories)

4. A 3-Part Model

5. Needs Assessment
S Identify Needs-
S A systematic process that aims to obtain an accurate, thorough
picture of any system's strengths and weaknesses, in order to
improve it and meet existing and future challenges.
S Can be formal or informal, but should assess where the child is
currently at – there are few “one size fits all” approaches
S Consider the instructional design process and how it fits into
organization of instruction that is inclusive
S Establish Goals-
S Based upon needs analysis, identify specific goals
S Seek Resources/Support-
S Speak with experts within the school – literacy coaches, ELL/ESL
teachers, assistants, paraprofessionals, and IT personnel
S Take inventory of available human and technology resources

6. Design/Redesign Instruction
1. Identify Literacy Standards to Address
2. Select Appropriate Instructional Strategies (cloze
technique, chunking, choral reading, think-pair-share, KWL,
etc.)
3. Refer to the ELL Design Quadrant (next slide)
 What can be done to enhance an existing lesson/unit?
4. Determine Technology & Purpose
 What is available to you and will it reasonably ‘fit’ the intended
purpose?

7. ELL Design Quadrant

8. Leveraging Technology
S Technology can deliver, enhance, and remediate instruction
S Technology should be chosen selectively and carefully for
maximum results
S Time and time again, technology has shown to promote social
interaction and motivation when used with young children
S Video games, apps, simulations, and various programs are
available to immerse and excite young learners, but should be
used in moderation with other techniques and results-driven
S Example in Maine – iPad project increased literacy from 62% to
90% by 2013 with kindergarten students over a 2 year span

9. Implement & Assess
1) Motivate/Prepare Learners
 Set clear expectations for learning
 Model proper use of technology
 Provide basic ‘tech training’ before and scaffolding during
2) Integrate and Obtain Feedback
 Assess before, during, and after technology-enhanced
lesson
 Rubrics, checklists, interviews, informal observations, smile
sheets, etc.

10. PC/Mac and Web Apps
S Many available online and software-based interventions
including:
S ESLreadingsmart: http://www.eslreadingsmart.com
S Rosetta Stone: http://www.rosettastone.com
S Dragon NaturallySpeaking: http://nuance.com
S TellMeMore: http://www.tellmemore.com
S Busuu Online: http://www.busuu.com

11. Mobile (iOS/Android)
S Huge number of apps available for younger learners on
both iOS (Apple) and Android (Google) devices
S Look for apps that include bright colors, engaging sounds
and interactions, and a wide range of activities
S Note that many apps are free but will include in-app
purchases to get more modules or unlock new lessons

12. Fun English
S Fun, colorful
S Includes music and speech
S Mostly matches concepts to
spoken words, rather than
written, although some spelling
lessons are included
S Requires in-app purchases to
get modules beyond Colors

13. Learn English
S Sounds but no speech
S Matches written words to
images to test key vocabulary
S Additional lessons require in-
app purchase, and there are
banner ads

14. LinguPinguin
S Available in multiple languages
S Allows students to compare
familiar words in their own
languages to pictures and
concepts, and match them with
English words
S Two lessons are free; full app is
$1.99 per language set

15. Little Fox
S Features leveled reading stories
and songs with images, voice
narration, and available captions
S Quiz follows each story and song
S Lite version is free; full access is
a monthly $19.99 subscription
featuring access to over 2500
stories and 300 songs

16. eFlashApps Picture Dictionary
S Free version contains banner
ads
S Allows child to match words
with pictures, and puts words in
context
S Also allows the unique feature
of letting the child record his or
her own voice reciting words
and phrases

17. LingoArcade
S Available for multiple languages
S Full version available for $.99 –
includes 150 levels
S Includes spoken and written
word- and sentence- matching
to images

18. SightWords
S Free - from Innovative Mobile
Apps (developer of
LingoArcade and many other
iOS learning games)
S Includes flashcards and games,
and allows you to add your own
words and voice
S Simple app designed to be
shared by teacher/parent and
child working together

19. Busuu
S Available in multiple languages
and for Web, iPad, and Android
S All lesson units available
through in-app purchases
individually or as a set (total =
$9.99)
S Word and image-related games
and activities progress
gradually in difficulty

20. LearnEnglish Kids
S Part of a series from the British
Council (available for iOS and
Android)
S Free and paid versions –
designed for schools in Britain
S Links pronunciation and
spelling to an interactive, story-
based environment

21. Best Practices for Young ELLs
S Stories, familiar things, and items from child’s native
culture are highly useful in demonstrating and teaching
English concepts
S Young children also respond well to technology and other
aids incorporating music, sing-along songs,, and colorful
pictures and animations
S The more immersive and responsive to the learner the
better the technology intervention

22. More Best Practices
S Games should include levels of skill to keep children motivated
to play and learn
S Consider teaming students together on games and simulations
for added social element
S You could even consider using “normal” commercial games in
learning
S Example: Ranalli (2008) found that ELLs playing the Sims
learned more vocabulary from the game when they helped
each other and had instructional materials to assist during play

23. Questions?

24. Resources
S U.S. Department of Education Office of English
Language Acquisition (OELA):
http//www.ed.gov/about/offices/list/oela/index.html
S http://www.Kidsactivitiesblog.com
S http://Play.google.com
S http://www.Educatorstechnology.com

25. References
S Akasha, O. (2011). Voicethread as a good tool to motivate ELLs and much more. In
M. Koehler & P. Mishra (Eds.), Proceedings of Society for Information Technology &
Teacher Education International Conference 2011 (pp. 3123-3127). Chesapeake,
VA: AACE.
S Anderson, R., Speck, B., & Grant, M. (2008). Technology to teach literacy: a
resource for k-8 teacher. Upper Saddle River, NJ: Pearson/Prentice Hall
S Atkinson, D. (2011). Alternative approaches to second language acquisition. Oxford:
Routledge.
S Block, D. (2003). The social turn in second language acquisition. Washington D.C.:
Georgetown University Press.
S Erben, T., Ban, R., & Castaneda, M. (2009). Teaching English language learners
through technology. New York, NY: Routledge.

26. References
S Hopping, R. (2011). US schools using iPad 2 as teaching tool. Know Your
Mobile, Retrieved from http://www.knowyourmobile.com/blog/849367/
us_schools_using_ipad_2_as_teaching_tool.html
S Peterson, M. (2009). Computerized games and simulations in computer-
assisted language learning: A meta-analysis of research. Simulation and
Gaming, 41(1), 72-93. Retrieved from http://sag.sagepub.com/content/41/1/72
S Ranalli, J. (2008). Learning English with The Sims: Exploiting authentic
computer simulation games for L2 learning. Computer Assisted Language
Learning, 21(5), 441-455.
S White, E. (2010). Achieving literacy success with English language learners in
the mainstream classroom. Indiana Reading Journal, 42(1), 23-28.