Digital Literacy: Empowering 3rd Grade ELLs in Today's Classroom

As a third-grade teacher working with English Language Learners, I've witnessed firsthand how digital tools can transform learning experiences. This week, I've been exploring research on digital literacy for English Language Learners (ELLs) and discovered practical applications that address both opportunities and challenges in supporting my multilingual learners.

The Theory Behind Digital Literacy for ELLs

According to Yuan, Wang, and Eagle (2019), digital literacy extends far beyond basic technical skills (Yuan et al., 2019). Their research defines digital literacy as encompassing knowledge, attitudes, and skills that enable students to locate and consume digital content, create digital content, and communicate through digital platforms. Because these are fundamental skills, it is essential to focus on these skills with purpose for my ELLs. 

Interestingly,  the researchers emphasize how digital literacy can disrupt traditional power dynamics in the classroom. Some of my third graders come from Spanish and other linguistic backgrounds. Digital tools provide spaces where their home languages and cultures become assets rather than barriers. As Yuan et al. note, the ELL population in US schools has more than doubled since 1990 and is projected to represent a quarter of all learners by 2025, making these approaches increasingly relevant. News flash…this is NOW! 

Digital Literacy in Practice: Web-Based Tools for Young ELLs

I was reminded of an excellent resource through the International Literacy Association called Tech Tools to Support English Learners' Literacy and Language Development. This article showcases practical digital tools specifically designed to support ELLs in developing language skills.



One tool that caught my attention was Seesaw, a digital portfolio platform that exemplifies all three components of digital literacy from Yuan et al.'s framework. I have had success using this app in the past. With Seesaw, my third-grade ELLs can:

  1. Locate and consume content: Access leveled reading materials and instructional videos

  2. Create digital content: Record themselves reading, document their work through photos, and create drawings with voice narration

  3. Communicate digital content: Share their work with classmates, teachers, and parents

The platform's built-in translation features also help bridge home-school communication, addressing an important aspect of supporting ELLs holistically.

Benefits and Potential Roadblocks

The benefits of incorporating tools like Seesaw are substantial. My ELL students gain autonomy in selecting appropriate texts, creating authentic language practice opportunities, and showcasing their growth to multiple audiences. This aligns perfectly with Yuan et al.'s assertion that digital literacies provide "a promising approach to disrupt traditional power dynamics in English monolingual classrooms, bringing cultural inclusiveness and potentially closing achievement gaps." 



The app makes communication with families more effective because of its translation capabilities. With smoother communication with families, the collaboration between teacher, parent, and student is stronger and more beneficial for student success. 

However, several roadblocks exist:

Access challenges: While our school provides Chromebooks during class time, some of my ELL families lack reliable internet at home. This reflects what Yuan et al. describe as the evolving digital divide—no longer just about having devices but about how technology is used.

Teacher preparation: Integrating these tools effectively requires professional development. I'm fortunate to have a technology coach, but many teachers might struggle without adequate support.

Balance with other priorities: In third grade, state testing pressures are beginning to mount, making it challenging to justify time for digital literacy activities that don't directly align with test preparation.

Adapting Digital Literacy for My 3rd Grade ELLs

Since this year is wrapping up, I plan to implement strategies for next year with the whole class which will additionally benefit my ELLs. Here's how I plan to implement digital literacy practices with my third-grade ELLs:

Morning routine digital journals: Each morning, students will spend 10 minutes responding to a prompt using Seesaw's drawing and voice recording tools. ELLs can express themselves in multiple modalities—drawing, speaking, writing—removing barriers that exist with traditional paper journals.


Multilingual digital book creation: Students will create digital stories that incorporate both English and their home languages. This honors their cultural identities while building vocabulary in context, directly addressing Yuan et al.'s emphasis on cultural inclusiveness.

Virtual reading buddies: Using secure video platforms, my ELL students will read to partner classrooms in lower grades, positioning them as experts rather than learners still developing proficiency. This shifts the power dynamic highlighted in the research.

Parent involvement through digital portfolios: Regular sharing of digital work with families creates authentic reasons for ELLs to produce language and helps parents understand their child's progress regardless of their own English proficiency.

By integrating these practices gradually and intentionally, I hope to empower my ELLs through digital literacy while acknowledging the complexities and challenges involved. As Yuan et al. remind us, digital literacy isn't just about technical skills—it's about creating more equitable, inclusive learning environments where all students can thrive.

Reflection

What digital literacy tools have you found effective with ELLs? I'd love to hear your experiences and continue this important conversation about supporting our multilingual learners in the digital age.

Kelly, K. S., & Siefert, B. (2017, June 2). Tech Tools to Support English Learners’ Literacy and Language Development. Www.literacyworldwide.org. https://www.literacyworldwide.org/blog/literacy-now/2017/06/02/tech-tools-to-support-english-learners-literacy-and-language-development

Seesaw. (2024). Seesaw | Elementary Learning Experience Platform. Seesaw.com. https://seesaw.com/ 

Yuan, C., Wang, L., & Eagle, J. (2019). Empowering English Language Learners through Digital Literacies: Research, Complexities, and Implications. Media and Communication, 7(2), 128. https://doi.org/10.17645/mac.v7i2.1912


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