Assistive Technology & English Language Learners

What is Assistive Technology?

Assistive technology is "…any item, piece of equipment or product system, whether acquired commercially off the shelf, modified, or customized, that is used to increase, maintain, or improve the functional capabilities of children with disabilities". (The Individuals with Disabilities Act, 2004)

A broader definition of assistive technology encompasses any technology that supports learning and participation of individuals, with or without disabilities, to make the material more accessible in order to maintain or improve level of functioning.

Assistive technologies have the potential to help a person with disabilities surmount barriers and capitalize on their strengths. (Lewis, 1998). It empowers individuals to live independently and can be a life changing technology.

AAC Continuum Source: (Integrated-Assistive Technology Services)

English Language Learners (ELL)

English Language Learner (ELL) is a term used in English speaking countries to describe an individual who has limited proficiency in the English language and who has a native language that is not English. ELLs are unable to communicate fluently in English and may require specialized or modified instruction (Great Schools Partnership, 2013).

ELLs can be Canadian born from strong cultural and linguistic traditions or from immigrant communities; this may also include First Nations individuals. ELLs can also be newcomers to Canada who have immigrated from other countries or are refugees (Inclusion Canada, 2017).

As Canadians, we embrace the linguistic diversity that exists in our country and strive to provide an inclusive education experience for learners to participate actively and fully within academic settings and in society.

Assistive Technology for English Language Learners

For the purpose of this project, we will define assistive technology for ELLs as any technology that assists in the acquisition and comprehension of English to achieve mastery in the language. The use of assistive technology motivates and increases confidence in ELLs to help understand new concepts by utilizing a combination of audio and visuals by providing contextual clues (Brozek & Duckworth, 2015).

"Research shows that it can take more than five years for the average child learning a new language to acquire the academic language necessary to succeed in school." (Brozek & Duckworth, 2015)

Why Use Assistive Technology for English Language Learners?

In 2022, English is the most widely spoken first and second language in the world, with more than 1.4 billion people worldwide speaking the language (Statistics & Data, 2021). Knowing English becomes an invaluable skill in education and to be part of the global community.

In Canada:

4.6 million Canadians speak predominantly a language other than English (or French) at home
1 in 4 people had a mother tongue other than English (or French).
12.7% of the population speak a language other than English (or French) at home
75.5% of the population speak English as the first official language

(Statistics Canada, 2021)

We want to acknowledge all language learners, not simply the English language. The ability to speak more than one language is advantageous in our globalized world. Technology has enhanced our ability to connect with one another by removing boundaries and enabling communication across languages that would otherwise be a hurdle. Take a minute to the contribute to the survey below to see just how diverse the languages spoken in our class are.

Supporting Emerging Bilingual Learners (EBL) and Teachers with Technology

Holly Morris shares how we can use technology, drawing examples from one of her apps Global Voice, to teach EBLs while addressing teachers' cultural literacy confidence. She refers to her students as EBLs to acknowledge that we live in a multicultural society.

Activity #2: Languages spoken in our cohort

Page updated

Google Sites

Report abuse