Abstract:In this policy research note, the author examines how Ontario curriculum documents for English language learners (ELLs) address information and communication technology (ICT). Upon analysis, three characteristics were identified, as follows: the superiority of standardized English, technology as an ambiguous tool, and under-representation of students' home literacy practices. ICT in the curriculum for ELLs was, at best, described as a tool for English language acquisition or for functional computer literacy. B… Show more
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