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Technology & English Language Learners (then & now)

Updated: Feb 19, 2025


I grew up in a small town in Mexico called Rio Bravo, located in Tamaulipas. I consistently ranked in the top five of my class, having always been in the top ten before relocating to the United States. I have always had a passion for reading and enjoy assisting others, especially in Mathematics; there is something about numbers that brings me joy.


At the age of 15, I moved to Houston, Texas, where I attended middle school and predominantly spoke Spanish. My first year was particularly challenging, and I consider it one of the most difficult years of my life. While I was impressed by the school system and the various offerings it provided, such as having the ability to dine in the cafeteria, the school being equipped with air conditioning, and the availability of water fountains. I struggled to communicate with others who did not speak Spanish.


I was enrolled in eight classes, with instruction primarily given in Spanish, with the exception of English class. I vividly recall not wanting to attend English class; I felt embarrassed since not all students had the same level of English proficiency as me—some were more fluent than others. Being new, my vocabulary was limited to the only word I knew in English, "no." I found this class challenging, as I often struggled to understand my teacher, relying on a friend to translate at times, while other times, I faced ridicule for merely smiling at the teacher. My highest grade in that class was a 60, not due to a lack of intelligence or willingness to do it, but rather because of my limited understanding of the language. Unfortunately, I could not seek assistance at home, as my parents also did not speak English.


Despite these challenges, I excelled in my other classes, maintaining a 99 in Mathematics and a 98 in Science. I remember striving for a perfect score, but there was always something that prevented me from achieving that goal.


No one seemed to question why I had a 60 in English while attaining high grades in other subjects. I lacked the confidence to discuss my situation with my teachers, leading me to believe I deserved that grade due to my inability to answer questions correctly on assignments.


Imagine being blind and navigating through darkness, unsure of where to go—that was my experience.



Looking back on those years, I often ponder what might have been different if my school had access to the technology available today. What if there were tools for translation and customized assignments to match my English proficiency level? I bear no ill will toward my teachers or parents for my English instruction; they were simply unable to provide the support I needed at the time.


The advancements in technology since the 1990s are remarkable. Today, there is no justification for not differentiating lessons for our English Language Learner (ELL) students. Various assistive technologies are now available, such as Text-To-Speech, Speech-to-Text, and Content & Language Supports. Online translation dictionaries have also become widely accessible, offering convenience compared to the bulky dictionaries I once carried.


For example, Text-to-Speech could have enhanced my pronunciation and reading comprehension. As noted in the article, The Role of Technology for ELL Students in the Classroom "You can ask the app to read out loud to you, which makes it easier for you to learn how certain words are pronounced" (Carpio-Williams, 2024). Overall, in recent years, text-to-speech (TTS) technology has gained significant popularity as an assistive tool. This innovative program allows a computer or tablet to audibly read the text on the screen to an individual or an audience. This software is particularly beneficial for learners and students who face challenges in reading, especially those who have difficulties with decoding. Additionally, it serves as a valuable resource for individuals who are in the process of learning a new language.


Speech-to-Text allows students who struggle with spelling to articulate words or sounds, seeing the correct spelling on-screen. For those who think faster than they can write or type, this tool can help convey their thoughts more easily. This also helps those students who do not have legible handwriting so it is easier for educators to read.


Unlike physical dictionaries that require accessibility, online dictionaries are now available anytime, anywhere. With an internet connection, students can access these resources from any device, making them invaluable for ELL students. Whether in school or at home, students can consult online dictionaries to clarify meanings, enhance understanding, or discover the appropriate words for their writing.


Content and language supports for ELL students include visual aids, simplified language, graphic organizers to structure information, scaffolding instruction to promote understanding, and connecting new content to prior knowledge.


Newcomer students are now assessed using an online evaluation to determine their English proficiency. Results are instantaneously delivered to the proctor, enabling educators to place students in suitable classroom settings and tailor lessons to meet their specific needs.


Educators can adjust the rigor level and equip ELL students with essential tools to complete assignments, such as translation dictionaries, text-to-speech software, speech-to-text technology, and content and language supports.


While the role of technology in education has greatly enhanced the learning experience for ELL students, there are limitations to relying on certain technological assessments.


The Texas English Language Proficiency Assessment System (TELPAS) was developed by the Texas Education Agency (TEA) to measure the proficiency of English Language Learners (ELLs) in Texas public schools. This test encompasses four domains: speaking, listening, reading, and writing, all administered via computer. The grading process is conducted using artificial intelligence (AI). Although this has alleviated the grading workload for teachers, I do have some concerns about its effectiveness.


When I began my education in Texas, my teachers assessed me using the TELPAS test, but it was not evaluated by artificial intelligence (AI). I remember having individual sessions with my teacher during the speaking portion of the test. In this segment, the teacher asked me questions in English, and I was required to respond in English as well. My teacher assessed me based on my fluency, ability to communicate, vocabulary, and pronunciation. At that time, I was quite shy and often spoke softly or took pauses, which was a natural part of being an ELL student.


Had I taken the speaking portion online and been assessed by AI, I likely would not have performed well. Students participating in the online version only have 90 seconds to speak into the microphone. If a student is not sufficiently loud or takes multiple pauses, the AI may mark it incorrectly. Furthermore, if a student speaks for less than 30 seconds, regardless of the content, it would result in an incorrect assessment. Now imagine a student who is not only an ELL student but also a special needs student. How does the 90 or 30-second rule apply here, and how can we accommodate those students to take the assessment and be successful? I strongly believe that not all factors were taken into consideration when developing the online version of TELPAS.


To achieve reclassification and no longer take the TELPAS assessment, students must score Advance High. Which is a 4 in all four domains and pass the English Language Arts STAAR test. However, many students are successfully passing the STAAR but not the TELPAS, which creates challenges in the reclassification process. Many educators, like myself, wonder what we are doing wrong when students can be successful on what is considered one of the hardest standardized test, yet they are struggling with TELPAS.


With this in mind, although there are numerous technological features that currently support our ELL students both inside and outside the school environment, I believe the Texas Education Agency should consider allowing students the option to take the TELPAS assessment in a paper-and-pencil format for a better outcome. As the article, On Standardized Tests, Students Face an ‘Online Penalty', mentions, "The study also found that children from low-income families, English language learners, and students with disabilities were disproportionately harmed by switching to online tests. These students performed considerably worse than similar students who took paper tests, particularly in English language arts" (Terada, 2020). This is particularly important for students who come from under-resourced countries, like myself, where we were not accustomed to completing assignments on a computer or tablet. Additionally, there may be other technological tools that could be introduced to assist ELL students in their reclassification process.


Online testing is expected to expand in the coming years. These assessments are generally more straightforward to administer and grade, and they can be updated with greater ease when necessary. However, if some students receive lower scores as a result, there may be significant implications, such as eligibility for gifted and talented programs, considerations for special education or 504 programs, improper placement of ELL students, or even being flagged for retention.


Carpio-Williams, Dr. G. (2024, June 6). The role of technology for ELL students in


Terada, Y. (2020, July 9). On standardized tests, students face an “online




 
 
 

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