Adolescent English Learners' Language Development in Technology-Enhanced Classrooms

Autor/inn/en	Carhill-Poza, Avery; Chen, Jie
Titel	Adolescent English Learners' Language Development in Technology-Enhanced Classrooms
Quelle	In: Language Learning & Technology, 24 (2020) 3, S.52-69 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1094-3501
Schlagwörter	Adolescents; English Language Learners; High School Students; Language Acquisition; Second Language Instruction; Computer Assisted Instruction; Technology Uses in Education; Handheld Devices; Urban Schools; Student Centered Learning; Immigrants; Language Proficiency; Student Characteristics; Massachusetts + Suchen Sie Ihr Suchwort? Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Sprachaneignung; Spracherwerb; Fremdsprachenunterricht; Computer based training; Computerunterstützter Unterricht; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Group work; Student-entered learning; Student-centred learning; Student centred learning; Schülerorientierter Unterricht; Schülerzentrierter Unterricht; Gruppenarbeit; Immigrant; Immigrantin; Immigranten; Language skill; Language skills; Sprachkompetenz; Master-Studiengang
Abstract	Despite their demographic importance in U.S. classrooms, little is known about how the strengths and needs of English learners are engaged through technology, particularly as it is embodied by one-to-one devices such as iPads and Chromebooks. An exploratory study of English learners in technology-enhanced classrooms was undertaken at an urban secondary school with a strong ongoing commitment to student-centered uses of technology. The study used quantitative classroom observations and student surveys to explain variation in English language development among English learners and across classrooms. Findings show that the features of technology-enhanced classrooms that best supported language development were aligned with student-centered and strengths-based teaching; the use of technology in the classroom alone was insufficient. Our findings also bring to light individual characteristics of English learners that shaped their language development in technology-enhanced classrooms. These individual characteristics include academic engagement and language use with friends, as well as student work and being over-age for their grade. (As Provided).
Anmerkungen	National Foreign Language Resource Center at University of Hawaii. 1859 East-West Road #106, Honolulu, HI 96822. e-mail: llt@hawaii.edu; Web site: https://www.lltjournal.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01