Technology-Mediated Learning Environments for Young English

LearnersConnections In and Out of School

By: Marsha Walker

General Information

• Published in 2008

• Edited by L. Leann Parker who is from University of California, Berkeley

• Intended Audience: educators

• Compilation of 7 articles – 2 by editor

• Each chapter has a reflection done by a different author

Purpose of Book:

• Intended to help immigrant elementary children to learn English

– Specifically to develop their Academic English skills

– Focus on reading skills and promoting competence

– Attempts to integrate technology as an enhancement to curricula

Chapter 1 – Introduction: Technology-Mediated Learning Environments for

Young English Learners• By: L. Leann Parker

• Introduces central issues that led to the creation of the book

– Mainly ESL learners are not afforded the same opportunities as native speakers due to their limited English knowledge

– Technologies are not made for SLLs

• Bases her argument in Sociocultural Theory

Chapter 2 – Technology and Literacy Development of Latino Youth

• By: Richard P. Durán

• Interested in making computer based activities that respect Latino culture and language

• Spends most of chapter displaying research gaps (i.e. test scores) – specific to Latinos

• Example activity: Learning vocabulary via Hypermedia (graphics, audio, video, plain text and hyperlinks intertwine to create a generally non-linear medium of information)

Chapter 3 – Technology, Literacy, and Young Second Language Learners:

Designing Educational Futures• By: Jim Cummins

• Interested in creating technology based activities that support reading comprehension, especially in regards to vocabulary development

• Important to have activities in child’s primary language and English

• Example Activity: Have a sister class in which students can exchange in L1 and L2 to create art and literature

Chapter 4 – Developing New Literaciesamong Multilingual Learners in the

Elementary Grades• By: Jill Castek et al• Interested in using the internet for online reading

comprehension activities• Wants students to connect with people in

different parts of the world • New literacies: central to full civic, economic and

personal participation in a globalized community that changes as technologies change and are multifaceted

• Example Activity: Get Pen Pals

Chapter 5 – Technology and Second Language Learning: Promises and

Problems• By: Yong Zhao and Chun Lai

• Interested in the role of technology in the learning of oral skills

• All technology should not be used individually, but collaboratively to complement each other

• Technologies were not made to teach a second language – educators must remember

• Example Activity: Use online translator to define words in L1 and English

Chapter 6 – Technology in Support of Young English Learners in and out of

School• By: L. Leann Parker

• Interested in helping the learners be able to use technology at home

• Wants to show learners how to use the internet productively; use video games;

• Claims current technology has limitations because does not emulate naturalistic contexts

• Example Activity: Play Hangman online

Chapter 7 – Technology Opening Opportunities for ELL Students:

Attending to the Linguistic Character of These Students

• By: Eugene E. Garciá• Interested in English Language Learners and the

special needs they bring to the table• Interested mostly in bilinguals• Supports Computer-Supported Collaborative

Learning (CSCL)• Example Activity: Present in English with words

hyperlinked to Spanish definitions

Critique• Missing how to implement technology activities – tells

what they are but not how to use them

• Many words used without being defined (is this supposed to be common knowledge)

• What’s the purpose of reflections?

• Most of the chapters focus on past research to support their argument for a “change” needing to happen

• No real “new” ideas, just use past research projects as provided suggestions for activities

• Audience extremely specific; not just for educators who want to use technology; for educators who have second language learners (of primarily a Hispanic background that are of low-income, etc.)

Who should you read this book?

• If you plan to teach elementary school with a heavy influx of Latinos

• If you like extremely research driven concepts

• If you are looking for a rationale as to why a change needs to occur

• If you are looking for overall ideas, but do not need explicit directions on how to implement them