Integrating Technology for ESL Learners
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Integrating Technology for ESL Learners
Holly Hutson
University of West Georgia
MEDT 6401
Summer 2013
Integrating Technology for ESL Learners
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As a teacher, my main objective is to ensure that each of my students have the exact tools
they need in order to succeed. One of my biggest challenges will be working with students with
learning disabilities; more specifically working with ESL (English as a second language)
students. Fortunately, there are a number of technological strategies available to assist in
structuring a classroom that is beneficial to all of my students including those whose native
language is not English. The TESOL standards outline three main goals for LEP learners to use
English: when communicating in social settings; to achieve academically; and correctly in social
and cultural appropriate ways (Beckett & Haley, 2000). In order to ensure achievement in these
areas for my ESL students I can incorporate verbal and visual interactive strategies for learning
in the classroom, as well as outside the classroom.
Verbal interaction is key to learning both with native and non-native English learners. I
believe practice makes perfect and this holds especially true with ESL students. A verbal activity
that could hugely benefit ESL learners would be assigning group discussions/projects that
require students to openly communicate in English about the topic or lesson. By placing students
in a group setting it encourages discussion and communication while learning specifically about
a desired topic. For example, in a senior level Government and Economic classroom I could
introduce common vocabulary terms such as government, democracy, politics, etc. and then
divide the classroom into small groups mixed with native and non-native English learners. The
group would then be required to define the terms together, find the background information on
the terms as it applies in the US and in the ESL learners’ native country, and report their findings
verbally to the classroom. By having students research different cultural meanings of the term it
encourages a much deeper understanding of the term for both the native and non-native English
learner.
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While verbal interaction plays a large role in deepening understanding and extending
communication for ESL learners, it is also very important to incorporate visual/written activities
into the curriculum in order to fully develop an ESL learner’s knowledge of a concept. For
elementary aged students it would be beneficial to create concept maps for students to fill in the
blanks while following along with a lecture or lesson. This will help ESL students learn concepts
and terms verbally and visually. By hearing the terms being used and writing them at the same
time, it allows students to further their understanding of the concept. At the high school level,
you can take it a step further and have the student apply their understanding by creating their
own concept map to organize topics and concepts.
The theory is to creatively use as many possible opportunities in the classroom to further
the students’ understanding of the English language while also teaching the curriculum. This
idea or theory most closely follows recommendations given in the article Providing support for
non-native learners of English in the social studies classroom by Egbert and Simich-Dudgeon
(2001). By integrating verbal interactions and technology it allows the student to become more
familiar with the English language while also learning the material required. I am not yet a
teacher however; I do believe it is my job to give each student every possible chance to succeed
to the best of their ability. Although challenging, it is essential to focus not only on the topic but
also on integrating the correct technology into the classroom so that ESL learners have every
opportunity to develop great understanding of the language as well as the material. I feel that
constant communication with peers and visual technology gives ESL learners the additional
support needed to truly learn a concept and further their understanding of the English language.
Integrating Technology for ESL Learners
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References
Beckett, E. C., & Haley, P. K. (2000). Using standards to integrate academic language into ESL
fluency. Clearing House, 74(2), 102 – 104.
Egbert, J., & Simich-Dudgeon, C. (2001). Providing support for non-native learners of English in
the social studies classroom: Integrating verbal interactive activities and technology.
Social Studies, 92(1), 22 – 25.