•Diversity occurs in all schools, and sometimes this can create challenges for teachers. One of the struggles I have had thus far in teaching is working with the ELL/ESL students. While I nearly minored in Spanish, if I do not practice it every day, I tend to forget some things. When there is a language barrier in a classroom, it can cause behavior problems or a lack of learning and lack of engagement.

• This project focused on the use of technology to differentiate instruction for ELL/ESL students.

• The target audience consists of any educator who is responsible for teaching ELL/ESL students.

• Data was gathered before, during and after the project to determine and prove the effectiveness of technology. The same group of ELL/ESL students will be used, however they will use this technology across multiple classes.

• According to Traore and Kyei-Blankson (2011) the use of technology for ESL/ELL students can actually motivate them and shows improvement in their abilities to learn. In a study conducted by Green and Yabarra (2003), there are 4 categories (vocabulary development, verbal interaction, reading and writing) in which technology can help to develop language in ELL/ESL students. This project will address the use of technology to differentiate instruction in the classroom for ESL/ELL students while focusing on the 4 categories of instruction suggested by Green and Yabarra (2003) as well as measuring the behavior problems discussed by Traore and Kyei-Blankson (2011)

• Health lesson on friendships-listen to story and then answer questions

• Words- Acquaintance, pal, buddy, associate, companion

• 20 minute lessons

• Business class on workplace words-

• draw up plans

• fill out paperwork

• get a promotion

• get a raise

• Ingles’ – Spanish to English flashcards

• Action Words- shows pictures and label picture

• EZslang- common English phrases translated with meanings and quizzes

• Google translate- students work in small groups and play game

• Videos with words on screen to read along

• Articles printed in Spanish

• App- Word lens

• Abitalk sentence builder- form sentences based on image and words given

• Google translate

• More engagement in ESL students

• Developing language and skills that can be built upon and used inside and outside of school

• Less behavior problems

• Confidence

• Self-esteem- Promotion of peer interaction

• The following data was given by LA teachers(on a given day), before the implementation of the project for each of the stated categories. Data dependent upon student buddy translator in class with them:

• Vocabulary• Percent on task during vocabulary activities-

• 14%- 1/7

• Verbal interaction• Percent on task during verbal interaction activities-

• 29%- 2/7

• Reading• Percent on task during reading activities-

• 0%-0/7

• Writing• Percent on task during writing activities-

• 0%-0/7

• The following data was collected by LA teachers, after 3 weeks of implementation in 2 class periods per day, this is the most current data:

• Vocabulary• Percent on task during vocabulary activities-

• 57%- 4/7

• Verbal interaction• Percent on task during verbal interaction activities-

• 57%- 4/7

• Reading• Percent on task during reading activities-

• 29%-2/7

• Writing• Percent on task during writing activities-

• 29%-2/7

• Based on the data, although numbers may seem minor, significant improvements have occurred since the beginning of the project.

• Students involved in the project have begun to build essential skills in the 4 categories.

• According to behavior data, the amount of referrals has drastically decreased among these students.

• Technology has played a major role in the positive outcomes experienced thus far.

• Continue the use of technology to enhance their English proficiency

• As skills improve, difficulty increases

• Slow integration into other content areas

• Decrease the time on technology, and increase time engaged in activities with their peers

• Action Words. (2012). Innovative Mobile Aps LTD (Version 1.0) [Mobile application software]. Retrieved from http://itunes.apple.com/

• ESL Vocabulary Lists. (2010). Retrieved February 25, 2015, from http://www.esl-lab.com/vocab/index.htm

• Google translate. (2014) Retrieved from: https://translate.google.com/

• Sentence Builder App. (2015). Innovative Mobile Aps LTD (Version 3.06) [Mobile application software]. Retrieved from http://itunes.apple.com/

• Traore, M. & Kyei-Blankson, L. (2010). Using Literature and Multiple Technologies in ESL Instruction. Journal of Educational Multimedia and Hypermedia, 19(4), 451-467. Chesapeake, VA: Association for the Advancement of Computing in Education (AACE)

• Word lens. (2010). Quest Visual LTD (Version 2.2.3) [Mobile application software]. Retrieved from http://itunes.apple.com/

• Ybarra, R., & Green, T. (2003). Using Technology to Help ESL/EFL Students Develop Language Skills. The Internet TESL Journal, IX(3). Retrieved February 1, 2015, from http://iteslj.org/Articles/Ybarra-Technology.html

Have a great evening!