How technology affects instruction for English learners

Jennifer Altavilla

PDK Volume 102, Issue 1

Jennifer Altavilla’s article, How Technology Affects Instruction for English Learners, examines the complexities and challenges of incorporating technology effectively in education for English learners (ELs), especially in light of the increased reliance on digital instruction during the COVID-19 pandemic. Altavilla identifies three critical areas educators should consider: accessibility, built-in biases in technology, and the need for authentic social interaction. These factors are essential to ensure ELs benefit meaningfully from technology and avoid exacerbating existing educational inequities.

First, Altavilla highlights accessibility and the digital divide. While many schools have improved access to digital devices, disparities persist, particularly for low-income and under-resourced schools where many ELs are enrolled. She describes a “second-level digital divide” or “digital use divide,” where ELs, despite increased device use, often lack exposure to higher-order digital activities. Instead of engaging in complex, collaborative projects, ELs are frequently limited to repetitive tasks like vocabulary drills, which do not encourage critical thinking. This divide can be mitigated by training educators to use technology that promotes meaningful learning, such as group projects or interactive simulations, rather than rote exercises.

Technology biases present another significant barrier. Software, often designed with monolingual English speakers in mind, may not account for the linguistic diversity of ELs. For example, speech recognition tools may misinterpret accents or dialectal differences, marking them as errors and frustrating ELs. Automated writing assessment systems can similarly be biased, as they may not accurately evaluate non-native grammar structures. Altavilla stresses the importance of educators understanding these limitations and selecting software that accommodates diverse linguistic backgrounds. Before implementing specific digital tools, schools should consider which linguistic groups they support and how accurately the software assesses non-native language patterns.

Lastly, authentic social interaction is vital for ELs’ language development. While technology can facilitate communication, not all digital platforms equally support the type of meaningful interactions ELs need. Real-time conversations—whether in person, over video calls, or via chat platforms—allow ELs to practice English in authentic contexts, using academic and informal language. Altavilla warns that simple text exchanges or drill-based activities, though frequent, are inadequate for true language acquisition. Instead, tools that allow real-time peer interaction, collaborative projects, or classroom discussions are more beneficial. Administrators should prioritize tools that encourage peer interaction, and teachers should incorporate diverse communication opportunities within the curriculum.

As technology becomes more entrenched in education, especially with the shift to online learning, Altavilla underscores the need for educators to remain vigilant about these challenges. Training teachers to understand both the benefits and limitations of digital tools for ELs will be crucial. Altavilla emphasizes that while technology holds potential, its value lies in thoughtful implementation by educators who are supported by informed school leadership. Through this approach, technology can become a powerful aid in addressing EL students’ unique educational needs rather than an additional hurdle.

Altavilla, J. (2020). How technology affects instruction for English learners. Phi Delta Kappan, 102(1), 18-23. https://doi.org/10.1177/0031721720956841

Original Article

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Prepared with the assistance of AI software

OpenAI. (2024). ChatGPT (4) [Large language model]. https://chat.openai.com