This document provides resources for English Language Learner (ELL) educators, including: 1. Web2.0 and mobile tools are categorized into areas like reading/vocabulary, creation, collaboration, and course delivery. 2. Under reading/vocabulary, tools like Starfall, News in Levels, and Reading A-Z are introduced to develop fundamental skills. 3. Creation tools include blogs, flashcard makers, and interactive word graphics to engage learners. 4. Collaboration is supported through tools like Kidblog for group blogging. 5. Educators can also find resources on delivering blended learning courses that integrate online and in-class activities.

1. 1
RESOURCES FOR
ELL (ENGLISH LANGUAGE LEARNER)
EDUCATORS
T561 – Fall 2012 – Tomoko Matsukawa

2. Table of Contents
2
 K-12 ELL education background 3-
15
 Relevant Web2.0/mobile tools 16 - 26
 Resources for ELL educators 27 -
31
 Reference 32 -
35

3. background
# of ELL learners continues to grow
3
 ELL population is growing quickly
 According to Consolidated State Performance Reports (CSPR),
between 1997-1998 to 2008-2009 the number of ELL in public schools
(pre-K-12) increased from 3.5mn to 5.3mn. This is a 53% increase
during a period in which general student population only grew by 8.5%.
 According to the National Education Association (NEA), ELL enrollment
in US schools are expected to reach 10mn and, by 2025, approximately
25% of public school students will be ELL
 Who are these ELL students? (by NEA)
 Native born US citizens account for 76% of elementary school ELLs and
56% of secondary school ELLs. More than 50% of ELLs in public
secondary school are second or third generation US citizens
 2/3 of ELL come from low-income families and 3/4 are Spanish speaking.
 There are achievement gaps in academic performance between ELLs
and non-ELL students
Source: (National Education Association, 2008)

4. background
Two types of English language skill
4
 BICS (Basic Interpersonal Communication Skills)
 Skills necessary for social interactions
 Often easy to see for others
 Involves listening comprehension and speaking skills sufficient to
understand and respond to social interactions
 CALP (Cognitive/Academic Language Proficiency)
 Skills necessary for performance in academic situations
 Skills encompass listening, speaking, reading and writing capabilities
 Skills in relation to learning academic contents are important
 Becoming proficient includes both linguistic and concept development
 Involves problem solving, inferring, analyzing, synthesizing, and
predicting
Source: (Cummins, 1981)

5. background
Demand for ELL learners are
increasing
5
 Demand from „No Child Left Behind Act‟ (NCLB) provisions
 Under the law, each district and school needs to show academic
performance for subgroups of students, which includes ELL learners.
They need to not only show their English proficiency but also meet the
same academic standards in reading and math as non-ELL students.
 Implication of the Common Core Standards
 “The standards define language as far beyond grammar and vocabulary
and require important language functions, such as evaluating complex
texts, constructing effective arguments, and conveying intricate and
multifaceted information”
 This implies that ELL learners need to be capable of performing
collaborative, inquiry-based, task-based learning in each academic
discipline with other non-ELLs.
Source: (Hakuta from Stanford's “Understanding Language Initiative”, 2012)

6. background
Key elements in ELL education: 1
6
Attention to individual learners: Effective ELL educators would be
able to monitor and provide feedback to individual learners who are
very different from each other.
 The idea of “Individualized instruction,” which is gaining traction in K-
12 education today, stresses the importance of the following factors:
 Recognizing each learners‟ zone of capabilities and design activities that push them
to be challenged and improve without exceeding their capacity to grow
 Make various choices available to adapt to individual learners‟ learning styles
(visual, auditory, tactile and kinesthetic), pace of learning, capability, and
appropriate goal
 This idea is particularly relevant in ELL education whose learners are
diverse in various aspects, including below level and needing individual
attention and instruction.
 Prior educational background (explains where learners currently stand in terms of
vocabulary level, understanding of language concept/academic contents and
cognitive skills)

7. background
Key elements in ELL education: 2
7
Choices for engaging classroom activities: ELL learners need
activities that are engaging, shame-free and appropriate for their
respective learning goals. Cooperative learning opportunities are
also essential.
 ELL learners learn from engaging themselves into hands-on
experiences that are provided in shame-free environment with
appropriate aid:
 Projects that develop visual-verbal connection by utilizing visual thinking skills
 Opportunities for expression (i.e. with artifacts that are personally meaningful)
 ELL learners also learn from interacting with others. Cooperative
learning among learners provides a shared learning experience that is
purposeful and adaptable:
 Learners experience the process of clarifying and negotiating meaning, comparing
and contrasting views, and jointly synthesizing information together through social
interaction
 During the process, varying level of language would input take place; low level
input=„repetition of information‟, middle-level input=„stating of new information‟,

8. background
Key elements in ELL education: 3
8
Opportunities to learn anytime anywhere: Informal learning
experiences of the ELL learners are as important as those in
classrooms. Connecting those two effectively enhances the overall
effectiveness of ELL education.
 ELL learners could learn significantly from opportunities beyond
ELL classes if they have easy access to resources whenever
necessary:
 Learns could access new contents or contents from previous learning for
review at home, in which English might not be a dominant language in use
 Learners would be able to learn English with their native language (i.e.
dictionary) because improvement in native language skills is as important to be
proficient in English
 Educators‟ access to how ELL learners learn informally could
enhance the effectiveness of in-class activities:
 Educators would understand where learners are, which could give guidance on
better use of the in-class face-to-face interaction time
 By capturing both in class and beyond classroom activities of the learners,

9. background
Blended learning model as a solution
9
Blended Learning
Brick-and-mortar Online learning
Technology- Informal Full-time
Traditional
rich Online Online
Instruction
Instruction Learning Learning
Blended learning:
 A formal education program in which a student learns at least in
part through online delivery of content and instruction with
some element of student control over time, place, path and/or
pace particularly important for ELL education
and
 At least in part at a supervised brick-and-mortar location away
from home (Staker & Horn, 2012)

10. background
ELL education and blended learning
model
10
Blended Learning
Brick-and-mortar Online learning
Technology- Informal Full-time
Traditional
rich Online Online
Instruction
Instruction Learning Learning
Cell Cell
PC in PC at
phones in phones
class home
class anywhere
Improved attention to individual
More opportunities for ELL
learners (richer and deeper
learners to learn anytime
interaction between educator and
anywhere
learner)
Greater choices for engaging
classroom activities that
encourage social interactions
among learners

11. background
Examples of ELL with blended learning
model
11
 Examples of extending learning experiences beyond classroom
 Example of iPad introduction in High School (IL)
 Reasons for device choice: „mobility, flexibility, screen size, instant boot-up,
long battery life, app-based touch screen interface‟
 Frequently used application: dictionary, Kindle e-Reader app (includes instant
interaction, dictionary and memo), SmartNote productivity application tor HW
recording, writing assignments with Pages app and upload to iBook Library
 Example of iPod touch introduction in Middle School (TX)
 Reasons for device choice: „portability, capability to record at home, equip
important tools such as translation and dictionaries‟
 Frequently used applications: Voice Memo app enables students to create
voice memo file and reflect/assess their own fluency, share with others in the
iTunes library throughout the year
(Demski, 201)

12. background
ELL education and cell phones
12
Blended Learning
Brick-and-mortar Online learning
Technology- Informal Full-time
Traditional
(*) rich Online Online
Even in Instruction
Instruction Learning Learning
situations where
access to one
PC per learner Cell Cell
in class/home PC in PC at
phones in phones
or class home
class anywhere
Tablet
PC/smartphone
s
Improved attention to individual
are absent, More opportunities for ELL
there are ways learners (richer and deeper
learners to learn anytime
ELL learners interaction between educator and
anywhere
can still benefit learner)
from blended Greater choices for engaging
learning classroom activities that
opportunities encourage social interactions
via their cell among learners

13. background
ELL learners and cell phones
13
 More ELL learners now have cell phones
 Lower hardware cost and running cost for usage compared to PC
 For example: 77 percent of 12- to 17-year-olds have cell phones, a major
jump from 45 percent in 2004
 For example: In Brazil, 76% of mobile users access internet by feature phone
 Its pervasive nature, durability and portability is appropriate as a tool
to provide learning experience „anywhere anytime‟
 Cell phone are readily accessible for both learners and educators, makes
customized contents delivery and progress checking easier. Learners can also
revisit their learning later as often as they want.
 “can be spontaneous, personal, informal, contextual, portable, ubiquitous and
pervasive (so integrated with daily activities that it is hardly noticed)”
(Kukulska-Hulme, 2010)
 “enable enhanced connectivity with information and other users, thereby
promoting the socio-cultural dimension of learning” (Hoven and Palalas, 2011)
 “reinforces oral and aural skills” (Abdous, Camarena, & Facer, 2009)

14. background
Cell phones (even if not smartphones) have
merits
14
 A three-year project on m-learning suggest observations below in
2004. (Research of students learning English in a City of
Stockholm, Sweden school)
 Mobile learning helped:
 Learners to improve their literacy and to recognize their existing abilities;
identify areas where they need assistance and support
 To encourage both independent and collaborative learning experiences
 Learners to remain more focused for longer periods
 To raise self-esteem and self-confidence
 A research project on ELL blended learning in Japan suggest
conclusions below in 2005.
 Mobile devices can be:
 Effective in providing foreign language learning contents to learners
 Helpful for new vocabulary acquisition because rich multimedia are effective in
capturing their interest and text messages can promote study opportunities to
students
(Thornton & Houser, 2005)

15. background
ELL educator role still very important
15
 Technology is not always perfect
 Some technical concerns
 Device battery life
 Device screen size
 Access to internet influenced by signal availability, monthly plan, etc
 Some other concerns
 Varying level of digital literacy
 Privacy and online security issues
 Professional development
 …particularly for ELL learners. ELL educators need to make sure that
ICT tools are used in a way most effective in developing appropriate
language skills
 To make sure learners acquires correct writing style and grammar, since not
all of what they see today on the internet encourages the correct way (i.e.
Tweets, casual web posts, etc)
 To make sure subtle nuances associated with language use are taught in

16. Tools
Tools available for ELL
educators/learners
16
Web2.0 and mobile tools that are relevant to ELL education identified for this project are
categorized below and presented in the following pages. Many of them are now
available so that the purpose could be served even without having a laptop or other
computer. Most of them are free of charge. For many tools, links to additional
resources on how the tools are used are also provided. Tools listed under B could
also be used for C and E as well.
A: Tools focused on reading and vocabulary that are fundamental to other
strands of language (listening, speaking, and writing)
B: Tools for creation (relevant to all four strands of language)
C: Tools for cooperative learning (collaboration among learners)
D: Tools to enhance communication between educator and learners
E: Tools to support ELL educators on course delivery
These tools are expected to serve some of the fundamental needs of the ELL learners;
the individualized engaging learning activities, the cooperative experiences with
other learners, and the means to access resources for learning beyond classroom

17. Tools
A: Tools focused on reading and vocabulary
(See also “Reference” for further resources for reading)
17
Readin Free service to teach children to read with phonics.
Starfall Web
g (Resource for Kindergarten educators)
News are provided in three different levels of difficulty. Fosters
Readin
News in Levels Web reading/listening skill. (how to use News in Levels in class –
g
Resource)
Readin Thousands of teacher materials for effective reading instruction in
$ g
Reading A-Z Web
various level, genre, etc. Also have Vocabulary A-Z, Writing A-Z.
Social network for authors and readers of serial fiction. The first
Readin
Textnovel OK English language cell phone novel website. Can write/read with
g
cell phones too
Vocabulary Can create an efficient game-based study of literacy skills using
Vocab Web
Spelling City any word list (Source on how to use this site)
Can create customized flashcards with images, engaging games,
Vocab Flashcard Stash Web automated quizzes, real example sentences, definitions from
dictionaries
Martha Speaks (created by PBS KIDS and proven by research study to enrich
Vocab OK
Dog Party vocabulary) Currently available only in iphone and ipod touch
iVocabulary Available in apple products. (How to use Google Translate in
Vocab
Google Translate OK groups to improve range and depth of vocab – Source).
Word Sift Can create dynamic graphics with word definition (dictionary) and
Vocab Web
Visuwords its connection with other words/concepts (thesaurus).
Grammar PaperRater Web Provides online proofreading, grammar and spelling check for free

18. Tools
B: Tools for creation (blogs, canvas, audio)
18
Blogger by
Google
Create Blogging platform. Non-text contents (such as photos) can also
Posterous by OK
Blog be embedded. Allows multi user blogging as well.
Twitter
WordPress
Create Blogging platform powered by WordPress, free trial for 30 days, if
$ Blog
Edublog OK up to 32MB free (Edublog Community for educators
Create Kidblog Web Blogging platform
Blog
Open space for sticky notes & canvas (space for personalized
Create Linoit creation, videos and photos allowed) that can be personalized
Canvas OK
and shared.
Create Twiddla
Web Open space similar to Linoit for personalized workspace
Canvas Wallwisher
Create Create avatars that speak. (more than 150 lessons plans for
Audio+Vi Voki Web
sual ESL/ELL available – here)
Create Platform for creating graphic rich audio files. Recording,
Audio+Vi Yodio OK
sual publishing and sharing from phones are possible.
Create Blogtalkradio Web Create original radio show
Audio
Create Broadcast live to the web from a phone call
IPadio OK
Audio (resource on how to use this to create phonecasting channel)

19. Tools
B: Tools for creation (audio, screenshots,
editing)
19
Can record live annotations, collect comments, create online
games and activities such as flash cards (educators community
Create of VoiceThread users)
$ Audio
VoiceThread OK (scholarly articles and studies on VoiceThread in Language
Learning)
(how to use VoiceThread in classroom – wiki#1, wiki#2)
Create Google Voice Record audio
Audio OK
Create Vocaroo
Web Record audio
Audio Record MP3
Create Jing
Screensh Screenr Web Capture screenshot and audio recording
ot+Audio ScreenCastle
Create
Photo pixlr OK Tools to edit photos
edit
Create Big Hug eLabs
Photo Web Tools to edit photos
edit Pic.lits
Create
Photo Fotobabble Web Tools to edit photos with voice recording
+Audio
Create Loopster Tools to edit video online
Video edit
Web

20. Tools
B: Tools for creation (multimedia, story)
20
Create Platform for creating videos from photos, video clips, words and
multimedi Animoto OK music. Lite plan is free. (sample videos on how educators use
a Animoto)
Create Platform for creating online multimedia posters, free up to 10
multimedi Glogster Edu Web student accounts; cooperates with Wikispaces, Edmodo, and
a SchoolTube
Create Free platform for children to be creative (by Walt Disney)
multimedi Kerpoof Web
a (how to use Kerpoof in classroom – video and resources)
Create Free platform for design and creation with focus on creative
multimedi Scratch Web computation skill (by MIT) (educators community site –
a ScratchEd)
Create Create original interview project (Suggested audio interview
multimedi StoryChasers Web
a projects: tutorial)
Create
multimedi xtranormal Web Turns words into a 3D animated movie
a
Create Foster reading through simple storytelling by drawing objects
Draw a Stickman Web
Story suggested by the story
Tools for digital storytelling (how to use Storybird class). Other
Create Storybird similar tools include: Microsoft‟s Photo Story, Tux Paint,
Web
Story TikaTok Tel.A.Vision, StoryJumper‟ (for younger children book) and
„LittleBirdTales
Create Qwiki Tool for digital storytelling.
Story Puppet Pals OK (currently available in apple devices)

21. Tools
B: Tools for creation (comic, other visual
artifacts)
21
Can create comics (how to use Comic Life in classroom – blog)
Create
$ Comic
Comic Life Web (scholarly article on how creating comics could be used for
learning)
Create Make Beliefs Can create comics
Web
Comic Comix (how to use Make Beliefs Comix in classroom – 21 ways)
Create Tool to create visually engaging presentation. Can be used for
Presentati Prezi Web
on vocabulary building and concept mapping.
Can create mind maps, collaborate with others by creating
Create
$ Mind Map
MindMeister OK brainstorming drawing together (Resource on how to use this in
education)
Create Tagxedo
Word Web Tool to create word cloud (collage)
collage Wordle
Create
Custom Cool Text Web Tool to create custom logo with creative fonts
Logo
Create
Custom Hero Factory Web Tool to create personalized hero figure
Hero

22. Tools
C: Tools for cooperative learning
22
Share Tools for sharing and storing annotation notes on documents
Annotatio A.nnotate Web
n (including images) online
Share
Presentati SlideShare Web Tool to share presentation files
on
Online research tool and collaborative research platform
(includes social bookmarking, web annotation, tagging and group
Share based collaboration)
Researc Diigo OK
h (diigo provides resources for educators here)
(resources on how to use Diigo in classroom – link)
„Delicious‟ is also social bookmark tool, only available for iphone
Collabo Google Doc Platform to enhance group collaboration experience online.
Wikispace Web
rate Google Doc are available on smartphones.
Collabo Platform to enhance group collaboration experience online.
Wiggio OK
rate Available on iPhone.
Scribblar,
Collabo
CoSketch, Twiddla, Web Platform to enhance group collaboration experience online.
rate ScRibLink
Confer join.me
Web Tool for collaborative conference (with screenshot share)
ence LiveMinutes
Group
SCVNGR OK Learn by playing scavenger hunt games in groups
Game

23. Tools
D: Communication between educator and
ELLs
23
Celly (instant mobile social network)
Educators and GroupMe (text messaging groups in all device)
MailBliss (a mobile email service – provides an email address so
Conne learners
OK that messages are forwarded to phones as text message),
ct beyond
Phonevite (mass recorded phone messages)
classroom Remind101 (even with parents)
StudyBoost (via SMS text)
Conne Backchannel in
Web TodaysMeet (free quick way to create a class chatroom)
ct class
ClassPager‟ (SMS classroom clicker)
Pigeonhole‟ (real-time Q&A tool, visualize the popularity of
questions)
Collect Educators and Polldaddy (free up to 200 survey responses per year)
respons learners within OK Poll Everywhere (free up to 40 audience)
es classroom Polltogo
SMS poll
Tricider (social voting tool, resource on how it is used in class),
WebSurveyCreator

24. Tools
D: Communication between educator and
ELLs
24
Quiz Can create animated, curricular content and also provide free
and BrainPop Web educational games on its portal (Resource for teacher
Games community)
Quiz
Provides an iterative e-learning resources in quiz format in
and „Qupper‟ - ESL OK various topics, allows users to create their own quiz
Games
Quiz Can create online games and activities such as flash cards
and Quizlet OK (available in many subjects in addition to language) (Resource on
Games how to use this)
Quiz
Can create a series of educational exercises and games (quick
and Socrative OK exercises/exit tickets/quizzes/games/polls, etc)
Games
Quiz
$ Can create a course material that enables to measure students‟
and Understoodit OK understanding in real-time (Resource on how to use this)
Games

25. Tools
E: Tools for improved course delivery (for
educators)
25
Google Image
Conten
Pics4Learning Web Free visual aids to use
t
Humanline
Conten
Gliffy Web Free diagrams (free up to 5)
t
Conten KeepVid
Web Allows capturing streaming video, save it.
t SaveMedia
Conten GoAnimate
Web Allows chopping a section from YouTube video
t TubeChop
Conten
StumbleUpon OK Provides sources of ideas from web pages based on your interest
t
Even those learners without smartphone, they can use Google
Google SMS
App OK applications for education (SMS Search, Gmail SMS, Calendar
application
SMS, Blogger SMS, Google Voice SMS) via SMS text message

26. Tools
E: Tools for improved course delivery (for
educators)
26
(CMS=Course Management System)
(Still Beta version) Provides educators a tool to aggregate and
CMS Always Prepped Web
analyze student‟s classroom performance
Educators can organize, present and share knowledge through
CMS Educanvas Web
this free platform.
Educators can organize, present and share knowledge through
CMS Moodle Web
this free platform (Community of educators)
Educators can create interactive mobile presentations and
CMS Nearpod OK engage children (who has ipads) and assess their performance
Coursesites‟ (free online class platform)
Doodle‟ (scheduling, mobile available)
Dropbox (cloud storage)
Evernote (web-based note taking)
Web 2.0 tools
Other Web LiveBinders (online digital organizer)
that are useful
PlanBoard (tool for lesson planning)
Symbaloo (personalize internet desktop)
Scoop.it & Paper.li (curation tools, could create classroom
newspaper)

27. Resources
Resources for ELL teachers
(ELL educators‟ communities)
27
 Classroom20.com: social network for educators interested in web2.0, social media,
and participative technologies in the classroom. (For example: ESL and Technology
Group
 Community.eflclassroom.com: resources including tools, lessons, games, discussion
forums. More than 27000 members
 eduTecher: a website for educators and school seeking guidance about integrating
technology in the classroom (Can filter info by clicking „ESL‟)
 English Attack! :resources for 100% entertainment focused online resources for
improving English as a foreign of second language.
 ESL Café: one of the most well known online forum sites on ESL, resources for
educators available
 one stop english (some contents are not free): lesson plans, worksheets, audio,
video and flashcards, „the world‟s number one resource site for ELL teachers‟
 TeachingEnglish by British Council/BBC: many free classroom materials, short
activities, articles on aspects of teaching, free teacher development and teacher
training material

28. Resources
Resources for ELL teachers
(more general educators communities)
28
 British Council: Extensive resources for English learners and English educators.
Learn English Kids from BC website also provide games and lesson plans that are
ready to use
 Edmodo: Social network for education, learning community for educators 7 Brilliant
Ways to use Edmodo (by edmodo) and 15 More Brilliant Ways to use Edmodo (by
edmodo)
 Google in Education: Provides a wealth of knowledge, resources and tools for
teachers including PD, Training, Community to share, Classroom tools such as
lesson plans, classroom videos and Google Apps for Education.
10 Powerful Ways to Use Google in Education (by Edudemic)
 LinkedIn: Social network for professionals. (ESL Teacher Professionals
group, English Language Teachers and Trainers of ESL group)
 PBS Teachers: resources for teachers by grades, subjects including PD opportunities
and community for discussion YouTube: “Web 2.0 Technologies for Educators”
(12min)
 Scholastic: Global educational materials/book publisher‟s flagship internet portal. „For
Teachers‟ portal site include resources tools, strategies ideas, student
activities, books, etc. (Whiteboards for Language Arts)

29. Resources
Resources for ELL teachers
(blogs, articles, infographics)
29
 A blog "Everything ESL" by ESL teacher with 30+ years experience on lesson plans,
teaching tips and other resources (Twitter: @judiehaynes)
 A blog „‟English Teaching Tips and Games‟‟ by experienced teacher with TEFL
qualification on game uses in ELL
 A blog "ESL Games" by ESL teacher focused on „games/fun‟ ELL instructions,
teaching
 A blog “Technology in the ESL Classroom” from Squidoo (collection with articles and
opinions related to the theme)
 A blog “English Pronunciation Resources for Students and Teachers” (17 links are
included) by a EFL teacher interested in the potential of tech for foreign languages
learning (Blog home)
 A blog “ESL Cyber Listening Lab” with various listening quiz contents
 A diigo list “Engligh Resources”
 Scoop.it on „ESL E-Learning”, “Technology education for ELL students”, “2.0 tools
and ESL”
 “9 Best Inforgraphics for English Teachers” from Always Prepped Blog
 Audio stories (Storyline series), commercials to use in ESL classes (2009
recommendation, 2009 part 2, links)

30. Resources
Resources for ELL teachers
(education application review/overview)
30
 APPitic: A directory of apps for learning. Categorized in various themes.
Approximately 350 entries on Language Arts.
 Common Sense Media‟s App Reviews: Reviews are searchable by ages,
entertainment type, subject, skill, genre (of games), etc
 “ICT support for ESL Competencies”: Extensive list and links of available ICT tools
that could be used in learning
 IEAR (I Education Apps Review): It shows a community effort to grade “educational
apps”, have links to diigo group, scoops for news, wiki for tutorials, etc. Resources
organized by grade and subject.
 “The Best Web 2.0 Tools for Teachers -2012 Edition-” at Dawson College
Pedagogical Day – Oct 12, 2012
 “35 Digital Tools That Work with Bloom‟s Taxonomy” from Edudemic – Nov 28, 2012
 "EdTech: 100 Tech Tools for Teachers and Students" from Daily Tekk – Aprils 9, 2012
(helpful 10 categories that include „integrate mobile devices‟, „social learning‟, „games
that tech‟, etc)
 Twitter Hashtags: #mlearning, #mobilelearning, #edapps, #appsforkids, #slide2learn,

31. Resources
Resources for ELL teachers
(existent services that are not free but relevant)
31
 DynEd ($): English language learning software for all ages and levels. Provide
various services including academic English, vocational English and business
English.
 Frontrow ($): Provide sound system that improves learning environment from
acoustic perspective.
 Innovate Language.com ($): Video lessons, mobile applications, audio books, etc for
business English and academic English learners. It is the world‟s largest language
mobile education application developer.
 Livemocha ($ after 7 day free trial): the world‟s largest online language community,
launch 2007, 13million members in 190 countries, unique for their topic focused
English instruction (20 learning packages), emphasis on content delivery in the basic
and feature phone market rather than smart phone, focus on engagement and
collaborative approach, interaction with native language speakers
 Read Naturally ($): Provide research-based, research-proven reading intervention
programs and assessment tools for English learners
 Rosetta Stone ($): Provide technology-based software solutions for learning
languages (not limited to English).

32. Reference
References
32
 Abdous, M., Camarena, M. M., & Facer, B. (2009). MALL Technology: Use of Academic Podcasting
in the Foreign Language Classroom. Recall, 21(1), 76-95.
 Attewell, J. (2004). Mobile technologies and learning. A technology update and m-learning project
summary. Retrieved from http://www.m-learning.org/
 Brown, C. (2007). Supporting English Language Learners in Content-Reading. Reading
Improvement, 44(1), 32-39.
 Cummins, J. (1981) “The Role of Primary Language Development in Promoting Educational Success
for Language Minority Students.” Schooling and Language Minority Students: A Theoretical
Framework. Los Angeles: Evaluation, Dissemination, and Assessment
 Demski, J. (2011). ELL to Go. T.H.E. Journal, 38(5), 28-32.
 Facella, M. A., Rampino, K. M., & Shea, E. K. (2005). Effective Teaching Strategies for English
Language Learners. Bilingual Research Journal, 29(1), 209-221.
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