28 5.3 Discussion
Only recently has a considerable amount of acknowledgement been directed towards the approach of Culturally Responsive Teaching (CRT). In the education system, teaching consists of much more than just its duty in helping and instructing knowledge to students. It involves the need for inclusiveness in a classroom, considering all students and their multicultural backgrounds, leading to the use of the CRT approach (Idrus et al., 2023). In the 21st century, classrooms are progressively becoming more diverse, creating a need for the CRT approach. This is essential for English Language Learners (ELL) and their immigrant newcomer families. In examining research on CRT, technology has had an increased impact on the education system since the COVID-19 pandemic in 2020 (Rubin et al., 2022). Through technology, digital tools benefit educators and students in their teaching and learning, improving the learning experience (Chuang et al., 2020).
Understanding ELL Students and their Families
The connection between Culturally Responsive Teaching (CRT) and technology has developed the necessity of supporting ELLs in the classroom. ELLs face various challenges within the classroom in learning, considering that English is their second language and requires additional support for their academia. This also reflects on ELL students and immigrant newcomer families, as language poses a barrier when interacting effectively with educators regarding their child’s education. Family engagement through multiple means increases their child’s educational achievement (Hébert et al., 2022). Many digital tools, which will be discussed further, have been developed that can address the issue in supporting ELLs and their families. Through applying CRT and technology in the classroom, it aims to bridge the gap of improving the education system to be inclusive, promoting collaboration and communication.
Collaborative and Communication Digital Tools for ELL Students
In analyzing research, various collaborative and communicative digital tools can benefit ELL students throughout their learning journey. This can be demonstrated in a synchronous and asynchronous environment for learners. Any Learning Management System (LMS) is applicable for promoting collaboration and communication, especially in an online learning environment. LMS allows students to communicate and collaborate with their teachers and classmates through various mediums (Rubin et al., 2022). In discussing a particular medium, discussion boards are a digital tool that supports ELLs. As this enforces participation through peer discussions, students can share their perspectives with their thoughts, knowledge and experiences (Mendoza, 2019). This tool helps develop ELL students’ language skills and the feeling of being respected and acknowledged by peers.
Digital platforms like Microsoft Teams and Google Workspace for Education allow all students to work collaboratively online. Specific tasks like writing and brainstorming can benefit from these platforms (Rubin et al., 2022). Google Docs, part of Google Workplace for education, is a tool to increase participation equally for ELLs through collaborative writing with peers, although anonymous (Woodrich & Fan, 2017). This is due to an ELL student’s need for more confidence in their development in learning English.
Digital recording tools help support ELLs’ oral language development, as this diverse group of students is often disadvantaged. To ensure ELLs feel more comfortable and confident in conversations, creating multimedia content using digital recording tools can improve and assist language development, as it requires them to use their voice in the process (Spencer, 2016). Podcasts can involve multimedia components, primarily audio, where students can effectively communicate on a topic, individually or collaboratively with peers. GarageBand is a digital tool that creates and records podcasts with additional audio elements. Using this tool to create podcasts improves ELL students’ self-confidence in oral language development. However, it also encourages participation in reading, writing, collaboration, and creativity (Smythe, 2010).
Collaborative and Communication Digital Tools for ELLs Families
Collaboration and communication digital tools effectively support the engagement between ELL students and their families. Tools like Google Forms, Remind and Talking Points enable educators to collaborate and communicate with families in addressing educational information, specifically progress, concerns, and school events (Rubin et al., 2022).
There are challenges with communication digital tools, primarily translation tools, as they often create issues when communicating between educators, families, and students. Google Translate poses as one of the tools that can be problematic. According to Rodríguez-Castro et al. (2018), this tool is supposed to help communication, although tone, details and context create misunderstandings. Reflecting tone, Google Translate can distribute a message that doesn’t always have the appropriate tone, leading families to interpret it differently. For details, misplaced words and grammar and spelling errors impact a message. Context can be ineffective when using this tool as it can translate specific words or phrases without considering the context of a sentence (Rodríguez-Castro et al., 2018).
Overall, collaborative and communication digital tools impact English Language Learners (ELL) and their families. They are essential to support the students’ learning journey while increasing the connection between educators, ELLs and their families. These tools promote the idea of inclusivity and the necessity of incorporating Culturally Responsive Teaching (CRT) in a K-12 classroom.