Technology in Foreign and Second Language Instruction

Abstract

This article explores how English teachers could integrate technology in Foreign Language Learning (FLL) and English Language Learning (ELL) in the classroom. First, the authors discussed the implications of the issues such as demand on content are teachers, providing academic and language prerequisites, the need to differentiate instruction, and challenges of integrating the students' native languages for ELL learners. Second, researchers explore the need for authentic materials and perspectives, and the need for creating audience and purpose for the FL learners. Further the authors also suggested integration strategies for both type learners (FLL and ELL). In conclusion, authors emphasised that there are numerous digital tools now that offer many ways to expand opportunities for listening, speaking, reading, and writing in English and other languages. These strategies include support for authentic oral language practice, virtual collaborations, virtual field trip, text production, language sub-skills practice and lesson design support for teachers. For EL teachers, the overall challenge is to find ways of applying technologies that can help address the needs of students for whom English may be second or even a third language or who may not literate in any language.