The Implementation of Language-Immersion Technology, Kindergarten through Grade 5: A Multiple-Case Study

Increased interest by political leaders and parents in educating linguistically competent U.S. students to compete in the global society has emphasized the need for early foreign language learning for all students. Language education researchers have identified core elements of sustainable long-term successful programs that begin in elementary school. Increasing daily activities and communication that take place online underscores the need to connect technology as a critical resource for early language education. U.S. students need to be prepared to use multiple languages in technology-facilitated environments. The problem is K-5 teachers may lack guidelines for planning for technology integration that can increase language contact and develop proficiency. The purpose of this qualitative, descriptive, multiple-case study was to explore and describe the elementary teacher's perceptions of instructional technology choices that enhance language proficiency. The description included how language acquisition and sociocultural theories aligned with content standards affect their technology choices. Purposeful sampling was used to recruit volunteer BCLAD immersion teachers. Participants included twenty-seven K-5 teachers in three schools recognized for high-quality language programs and technology integration. Teachers participated in an online technology survey, small focus group discussions, and individual interviews. All data were analyzed and coded to determine themes and patterns. Survey results indicated participants were well-educated, comfortable using technology, believed using technology was important for students, and utilized technology often. The findings indicated language teachers use their knowledge of second language acquisition learning theory, standards for content and language learning as inseparable guidelines for their planning. The differences in the priority of each of the guides depended on the developmental and proficiency levels of students. Additional research could be done in three areas to extend the findings of this study: 1) how teacher technology choices effect student achievement, 2) what format for a framework would assist teacher planning, and 3) the models of staff development that may improve teacher knowledge of guidelines and understand integration of all instructional guidelines. Planning for instruction that addresses the content and language needs of students using technology is critical to student achievement and can empower students in the multi-media, multi-lingual world of the 21st century.