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Uses of Technology in the Instruction of Adult English Language Learners

Sarah Catherine K. Moore
Author(s) Organizational Affiliation: 
Center for Applied Linguistics
Resource Type: 
Number of Pages: 
Required Training: 

Familiarity with the world wide web and/or specific resources described


This resource offers a brief review of literature on the value of integrating technology into the classroom and introduces products and ways to utilize technology in the classroom. The author covers three ways to use technology (onsite lab instruction, blended which incorporates technology into the curriculum, and online learning). She goes on to address particular items (e.g., equipment limitations, learner access to technology) that need to be considered when planning to utilize technology to support instruction. It is a short, practical introduction to why and how one might use technology with adult English language learners.

What the Experts Say: 

This article provides a brief introduction as to how technology might be employed for instruction with adult English language learners. Especially useful are the examples and the summary of issues to consider when utilizing technology to support instruction.

It provides an excellent overview of the uses of technology in Adult ELL instruction. It is very current and cites the latest information in terms of research. It is organized into convenient categories for the practitioner. It stresses authentic and interactive uses of technology.

Furthermore, it reflects what the field has to say in terms of the general success of the Rosetta Stone software and also brings in some English programs which are new and interesting (ELLIS).

More importantly it stresses blended learning, which is possibly the new paradigm in adult education and ESL. The suggestions on project based Web learning and Web quests are good. Valuable help and hints on using web games, and guidelines for if and when to use technology are provided.

One caveat is that this resource does not deal with the cultural diversity issues that are strongly present in dealing with English language learners.

The brief is only four pages, but a good four pages.

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