Supporting ESL/ELL Students with Technology

Facilitator(s): Miguel Guhlin (@mGuhlin) | More Resources: http://tceamg.org

Join the discussion for tips and tricks on how you can use technology to better support your ESL and ELL students.

We'll share a variety of resources for you to consider.

Supporting Bilingual/ESL Students

What are some of the ways that schools can use technology to assist students learning English?

In the United States, over thirteen million children speak a language other than English at home. After English, Spanish is the most common language spoken (Source: Data Center). In 2016, there were 456,000 Texas students who had difficulty speaking English.

Tech Options for increasing speaking, listening & vocabulary

It's About Cognitive Complexity

ESL_Support_Pillars_Presentation_TCEA

Listen to TCEA Podcast: ELL/ESL Support Gaps

“What level of cognitive complexity are students operating at,” asks Dr. Chris Moersch, “when using technology in the classroom?” Technology, asserts Dr. Moersch, needs to be used to think and reason.

It doesn’t matter how much money you throw at it (spending on technology) if you’re using it at a low level,” says Dr. Desiree Marks-Arias. “What is the potential for using technology at its highest level?”

Three ESL Support Pillars

    1. Student Achievement
    2. HEAT Levels
    3. LOTI Levels

H.E.A.T., developed by Dr. Chris Moerch, is a student learning framework about using technology to develop higher-order questioning and learner engagement through real-world connections. H.E.A.T. stands for Higher-order thinking, Engaged learning, Authentic connections, and Technology use. LOTI and HEAT are related frameworks; see how they align.

H.E.A.T provides a context to assess student learning experiences at the operational curriculum level. By turning up the H.E.A.T., students are given the chance to apply or transfer critical content to contextual situations that involve high levels of engagement, critical thinking, and increased relevance.

How can we use technology to strengthen the English Language Proficiency Standards (ELPS) Connections?

1. Evidence of content and language proficiency objectives including language structure and function.

2. Support for social and academic language is present through learner interactions, social contexts, visual representation of text, vocabulary, sentence structure, and questioning.

3. Non-linguistic representation is available through graphic organizers, thinking maps, pictures, and visuals.

4. Collaboration is integrated at all levels of instruction.

5. Opportunities are available for students to develop oral language, speaking, listening, reading, and writing skills commensurate with individual proficiency.

6. Instructional design and support for language proficiency is differentiated and includes learning strategies appropriate to language learners strategies.

Two Quick Ideas for Writing

(ELPS#3: Non-linguistic representation is available through graphic organizers, thinking maps, pictures, and visuals.)

#2 - Summarize research and explain what another has said or written in your own words

(ELPS #5: Opportunities are available for students to develop oral language, speaking, listening, reading, and writing skills commensurate with individual proficiency.).

Students can take advantage of a concept introduced by Stephen Krashen (1996) known as "Narrow listening." When practicing narrow listening, students:

  • Record proficient speakers discussing a topic of interest to the student.
  • Student listen to the recordings as often as they like, and ask similar questions of other speakers. Repeated listening, interest in the topic, and familiar context help make the input comprehensible.

"Narrow viewing," a related technique, adds visual context by making a video, not just aural, recording. Visual context is a powerful aid to comprehension and thus acquisition (Source: Stephen Krashen)

Three Ways to Create More Academic, Oral language Learning Opportunities

  1. Engage students in the authentic purpose of solving a problem (problem-based learning/inquiry-based learning). "The emphasis that Project Based Learning places on culture, collaboration, and authentic, contextualized learning makes it a powerful pedagogical approach for teaching English Learners" (Source: PBL Works). Blend in jigsaw learning to enhance analysis of data needed to solve a problem.
  2. Encourage student collaboration on projects focused on the creation of tangible product(s) (webquests, hyperdocs, project-based learning).
  3. Amplify human voices as they gather stories and share them (blogging, podcasts, digital storytelling). (Source)

Additional Approaches

Mapping Your Learning

Mapping digital representations of learning can be one significant way to make thinking visible. Some ways to accomplish that include:

  • Narrated slideshows
  • Enhanced ePubs/ebooks

The benefits of creating these types of items in your classroom is that they allow for a combination of audio/video and text in an engaging way. What are some of the ways student-created ebooks are used in your classroom?

Flipped Learning in the ESL Classroom

If you are not familiar with flipped learning (#flippedlearning Twitter chat is nice to get caught up), here is how I describe it to others:

In a typical flipped classroom, students listen to pre-recorded video lectures before class and perform other learning activities in class. In this flipped structure, students are exposed to material before class via videos and readings, and they attain deeper knowledge in class via activities. Why would you want to go to the trouble of doing flipped learning? Because the research says it works. I like to point folks to 10 Published Findings and Studies that offer qualitative and quantitative results in support of flipped learning, as well as Sophia Learning’s Flipped Classroom online course (free!). And keep in mind that flipped learning can work with students of any age.

Creating Non-Linguistic Representations

Greater than fifty percent of learners are non-linguistic. This involves students generating a representation of new information that does NOT rely on language. Robert Marzano says “the average effect [of using non-linguistic representation] includes a seventeen percentile point gain in student achievement.” Wow.

For language learners, consider that “when students make concept maps, idea webs, dramatizations, and other types of nonlinguistic representation, they are actively creating a model of their thinking.” Building virtual worlds in Minecraft: Education Edition can “encourage exploration and experimentation by allowing learners to manipulate their learning experience and visualize results. When students then explain their models, they are putting their thinking into words” (Source).

Making Interactive Print-Outs and Pictures

You can make interactive print-outs and pictures using augmented reality (AR). You are able to augment real artifacts and objects that may be around with images, audio, and text.

Add QR codes to augment real objects, adding voice or video links.

Tools and Apps:

Here are some research-based benefits of audio over text reading:

  • Fiction (which is great for second language learners) read aloud encourages your brain to picture the scenes.
  • Listening to audio books enhances listening skills as ears strain for the next word.
  • Audio book “reading” can be done on the go, which may match the needs of certain busy people in our lives.

More Apps

Supporting ELL, ESL, and Struggling Readers

  • Speechlogger: Speechlogger is a great speech recognition (speech to text) and instant voice translation web app. It runs Google's speech-to-text technologies for the best results. The only web app with auto-punctuation, auto-save, timestamps, in-text editing capability, transcription of audio files, export options (to text and captions) and more. No user registration needed & it's completely free.
  • iTranslate: iTranslate Converse turns your iPhone and Apple Watch into a two-way translation device. The simple design enables natural conversations in 38 languages, and automatically detects the correct language between two selected languages for a fast and accurate translation.
  • Nancy Watson's Tech Tools You Didn't Know To Ask For (TTYDKTAF): A fantastic collection of tech tools.

Both Microsoft Office 365 and G Suite EDU offer many exciting tools and enhancements that can be adapted for use with ELL/ESL learners.

Copy of Using GAFE to Support ELL, ESL, and Struggling Readers

Microsoft’s Learning Tools and other digital text tools can enhance reading. Students’ experiences with digital texts include pictionaries, read alouds, and parts of speech. Each can help extend students’ vocabulary and support them in learning more about sentences structure.

One incredible Office 365 tool is the Immersive Reader. It offers various features such as:

  • Adjustable font size, text spacing, and background color
  • Splitting up words into syllables
  • Line focus
  • Highlighting verbs, nouns, adjectives, and sub-clauses
  • Choosing between several fonts optimized to help with reading
  • Reading text aloud with adjustable speed
  • Optical Character Recognition (OCR) from print and pictures

These tools can help English Language Learners as they learn to break down words and phrases and improve their English literacy. Enhanced reading can also lead to enhanced writing, as my own story can attest.

Three Steps to Leverage Technology

Step 1 – Create Content

The tools for creating content have never been easier to use. Consider the following:

  • Digital Storytelling – Students can approach storytelling from two perspectives: oral or written composition. Remember that the digital storytelling approach can be used for any content area. And students reading peers’ content while listening to audio is powerful and supported in the research.
    • Oral Storytelling – The focus is on audio recording. Take pictures and then add audio narration. Or simply record audio of a child’s story and then have them prepare text to match it.
    • Written Composition Approach – Students write a script, match pictures to main events in the script, and then narrate it, combining all the components into a narrated slideshow.

If you haven’t used Book Creator, it is an excellent, collaborative ($) ePub creation tool boasting over 15 million ebooks. It works on Chromebooks, iOS, Android, and Windows devices. Book Creator allows you to create a simple ePub without media or an enhanced ePub with video, audio, and more embedded. Read their blog for TONS of ideas.

This versatility means you can create content on an iPad/iOS device and share it with a wide variety of audiences. You can also share it to cloud storage (e.g. Dropbox, iCloud, Google Drive, or iCloud). It also supports the creation of digital comic books, something your students will love. That’s amazing!

Step 2 – Publish Content

If your district doesn’t have its own online space where staff and students can publish video, audio, and images, you can take advantage of Google Apps for Education with its unlimited storage, Microsoft for Education‘s OneDrive with one terabyte of space to house content, or YouTube. There really isn’t any reason why you can’t share content with a global audience.

Step 3 – Share, Share, Share

Once content is shared online, consider creating a district (or classroom) clearinghouse for awesome content in a Google Site, Microsoft’s OneNote, or a web-based sharing platform. This can be organized by grade level, reading level, etc.