Can the use of developmentally appropriate multimodal technology with dual language learners increase vocabulary and comprehension?
When beginning the program, I wanted to expand my knowledge in the reading process and how to effectively reach out and help struggling readers. My focus in the classroom has always been our youngest learners, but I knew that I wanted to expand my abilities and think toward older students and struggling readers. What I didn't expect was my interest in dual language learners. Every year I see the number of students sitting in my classroom whose primary language is not English grow and grow. Every year I feel the urgency and need to support these students in their literacy development. As I engaged in the NLGL program I found my focus began to be on how to help these students, how to close their specific gaps, and learn strategies, and modalities to help support their unique needs. That became my driving force and question throughout the program and my question developed from this growing passion I felt. The following information is a synthesis of the work I've completed, resources I've gained, and information that may help lead the way in supporting dual language learners in our early childhood classrooms. Over span of my course work I began to explore ways to support my dual language learners in meaningful structured best practices, as well how to include the use of developmentally appropriate technology along the way. I discovered that with these tools and a strong curricular foundation the way I have been able to support these specific learners has increased in unexpected ways. My classroom is now a much more technology friendly place that is developmentally appropriate for individual needs of each learner, and the foundational skills I have acquired have allowed me to use these tools in a deeper and more meaningful way. I have observed an increase in student acquisition of vocabulary and comprehension through the use of these tools. Engagement and curiosity have also improved drastically.