Incluye referencias bibliográficas e índice

1: Introduction: Technology-Based Learning Environments for Young English Learners In and Out of School (Leann Parker, University of California, Berkeley) ; Technology and Literacy Development of Latino Youth (Richard Duran, University of California, Santa Barbara). Reflection. Literacy and English Learners: Where Does Technology Fit? (Robert Rueda, University of Southern California) ; 3: Technology, Literacy, and Young Second Language Learners: Designing Educational Futures (Jim Cummins, University of Toronto). Reflection: Rules of Engagement for Achieving Educational Futures (Olga A. Vasquez, University of California, San Diego) ; 4: Developing New Literacies Among Multilingual Learners in the Elementary Grades (Jill Castek, Donald J. Leu, Jr., Julie Coiro, Mileidis Gort, Laurie A. Henry, and Clarisse O. Lima; University of Connecticut). Reflection.Integrating Language, Culture, and Technology to Achieve New Literacies for All (Bridget Dalton, Center for Applied Special Technologies, Inc.) ; 5: Technology and Second Language Learning: Promises and Problems (Yong Zhao and Chun Lai, Michigan State University). Reflection. Technology and Second Language Learning: Current Resources, Tools and Techniques (Gary A. Cziko, University of Illinois at Urban-Champaign) ; 6: Technology in Support of Young English Learners In and Out of School (Leann Parker, University of California, Berkeley). Reflection. REFLECTION: ELLS and Technology: Transforming Teaching and Learning (Carla Meskill, State University of New York at Albany) ; 7: Technology Opening Opportunities for ELL Students: Attending to the Linguistic Character of These Students (Eugene E. Garcia, Arizona State University) ; Reflection. 8: Conclusion: Reflecting on Technology and Young English Learners (L. Leann Parker, University of California, Berkeley)

Este libro explora las cuestiones relacionadas con el uso de tecnologías de apoyo a jóvenes estudiantes de segunda lengua y se ve en áreas prometedoras de investigación, diseño y desarrollo. Basarse en un marco teórico sociocultural, invita a educadores, investigadores y desarrolladores de la tecnología educativa para examinar una serie de factores sociales y culturales en la utilización de la tecnología como una herramienta para ayudar a los niños de diversos orígenes culturales y lingüísticos desarrollar su idioma Inglés y habilidades de lectura