Promising instructional practices for English Language Learners

Abstract

Aim/Purpose The purpose of this exploratory case study was to understand how teachers, working with English Language Learners (ELLs), expanded their knowledge and instructional practices as they implemented a one-to-one iPad® program. Background English Language Learners experience linguistic, cultural, and cognitive shifts that can be challenging, and at times lead to isolation for ELLs. While technol-ogy can be engaging, devices alone do not shift instructional practices, nor lead to student learning. Technology must be leveraged through shifts to pedagogical practice and linked thoughtfully to content goals. Methodology This research was conducted through a qualitative case study of educators at an international school. Contribution This study describes promising pedagogical practices for leveraging 1:1 mobile devices for ELLs. Findings iPads can be a support for ELL students. One-to-one iPads allowed teachers to experiment with new pedagogical approaches, but this development varies greatly between teachers. During the 1:1 implementation there were challenges reported. Recommendations for Practitioners In order to mitigate some of these challenges, and build on the success of this study, the researcher suggests developing a common vision for technology inte-gration, using collaborative models of ELL teaching, and investing in profes-sional development. Recommendation for Researchers Researchers should continue to document and observe the learning outcomes of ELL students in 1:1 environments, including an experimental study. Impact on Society ELLs can benefit from 1:1 technology, and new pedagogical practices. For teachers to implement these new practices conversations on philosophy, en-gagement with families, and consistent professional development. Future Research Future research can continue to expand the population of ELL students in 1:1 mobile learning environments; and the most powerful pedagogical practices.