Preservice teachers’ use of a translation app with dual language learners

Abstract

Abstract This article explores preservice teachers’ (PSTs), use of a translation app with dual language learners (DLLs). The TPACK (technological, pedagogical, and content knowledge) framework serves as the conceptual framework for the study in order to explore how PSTs integrated technology use with their current pedagogical and content knowledge. The PSTs taught three lessons in which they integrated the Speak & Translate app (S&T). After each lesson, the PSTs completed a reflection that focused on the use, successes, and challenges of the app integration. Through qualitative coding methods, the results revealed that PSTs primarily used the app to translate key vocabulary. The results also revealed positive changes in DLLs’ engagement and behaviors when the app was used. Further investigation into PSTs’ use of translation apps with DLLs holds promising potential for successful technology integration in the school setting.