31 5.6 References
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Hébert, C., Thumlert, K., & Jenson, J. (2022). #Digital parents: Intergenerational learning through a digital literacy workshop. Journal of Research on Technology in Education, 54(1), 34-91. Taylor & Francis. https://doi.org/10.1080/15391523.2020.1809034
Idrus, F., Ramli, L.N., & Habib, N.J. (2023). Exploring preservice teachers’ experiences of implementing Culturally Responsive Teaching in the ESL classrooms. Theory and Practice in Language Studies, 13(3), 766-776. Academy Publication. https://doi.org/10.17507/tpls.1303.26
Mendoza, L.E., (2020, June 26). Discussion boards as a culturally responsive tool in the ESL classroom. Research on Education and Media, 11(2), 29-37. Sciendo. https://doi.org/10.2478/rem-2019-0019
Rodríguez-Castro, M., Salas, S., & Benson, T. (2018). To Google Translate or not? Newcomer Latino communities in the middle. Middle School Journal, 49(2), 3-9. Taylor & Francis. https://doi.org/10.1080/00940771.2017.1413270
Rubin, H., Estrada, L.M., & Honigsfled, A. (2022). Collaboration and communication. In Digital-age teaching for English learners: A guide to equitable learning for all students, 0. Corwin. https://doi.org/10.4135/9781071824429
Spencer, J. (2016). Oral Language. In Confident voices: Digital tools for language acquisition. Corwin. https://doi.org/10.4135/9781506323008
Smythe, S., & Neufeld, P. (2010). “Podcast time”: Negotiating digital literacies and communities of learning in a middle years ELL classroom. Journal of Adolescent & Adult Literacy, 53(6), 488-496. JSTOR. https://www.jstor.org/stable/25614593
Woodrich, M., & Fan, Y. (2017). Google Docs as a tool for collaborative writing in the middle school classroom. Journal of Information Technology Education: Research, 16, 391-410. https://doi.org/10.28945/3870