Teaching LESLLA Learners How to Use Chromebooks: Challenges and Possibilities

Abstract

This paper is an exploration of how Low-Educated Second Language and Literacy Acquisition (LESLLA) learners can make the best use of Chromebooks in an English as a Second Language (ESL) classroom and move from emergent to building users of technology. First, I argue that many of the challenges that prevent instructors from using this technology happen at the commencement of the program, and, with proper preparation, these issues can be avoided. Next, I demonstrate how on-going instruction can be scaffolded for LESLLA learners. Finally, I maintain that motivation and empowerment are experienced by the learners which makes this instruction timely and personally-relevant. To conduct this 20-week project, I used Action Research and used a variety of data: work samples, lesson plans, researcher notes, and class discussions and evaluations. This paper outlines key considerations for classroom instructors or program leaders who plan on implementing technology programs for English as a Second Language (ESL) learners with low print literacy in any language.