Using Technology to Support ELLs

The video discusses strategies to amplify English Language Learners' (ELLs) voices using digital tools. It emphasizes focusing on ELLs' strengths, using technology to scaffold in-person communication, and providing an authentic audience for their work. The video suggests using apps and tech tools to help ELLs express themselves, create content, and engage in social interaction. It also highlights the importance of sharing work with peers, family, and others to build language skills bilingually.

What is the main idea behind using technology for ELLs in the classroom?

• To amplify their voices using digital tools

• To give them real megaphones

• To replace teachers with apps

• To focus only on translation

How should teachers focus on ELLs' learning?

• By only using Google Translate

• By highlighting what they lack

• By focusing on their strengths

• By ignoring their cultural background

What is the first step in using digital tools for ELLs?

• Focus on what ELLs lack

• Focus on what ELLs bring

• Ignore digital tools

• Use only translation apps

What is one way students can communicate their knowledge?

• By creating their own online content

• By writing essays only

• By using only text-based tools

• By avoiding multimedia

What should teachers encourage students to include in their learning?

• No personal stories

• Only digital content

• Their own stories and culture

• Only academic content

How can technology be used to enhance social interaction?

• By isolating students

• By acting as a bridge to in-person communication

• By focusing only on individual work

• By replacing face-to-face communication

What role do digital tools play in language learning?

• They are the only method of learning

• They act as a scaffold for in-person learning

• They discourage social interaction

• They replace traditional learning

What should students be encouraged to do with their language practice?

• To avoid feedback

• To work only individually

• To practice in high-stakes settings

• To practice in low-stakes settings

What should students do before presenting their work?

• Ignore feedback

• Avoid practicing

• Record, listen back, and re-record

• Only write scripts

Why is it important for ELLs to have an authentic audience?

• To avoid public speaking

• To share their work beyond the classroom

• To keep their work private

• To only present to teachers