EMPOWERING LANGUAGE LEARNING THROUGH DIGITAL LITERACY: BRIDGING SKILLS FOR THE MODERN ERA

In today’s interconnected and rapidly evolving technological landscape, English Language Learners (ELLs) must develop digital literacies to thrive in a future where adapting to new technologies is second nature. Over the past few decades, technological advancements have redefined how information is produced, communicated, and interpreted, offering new opportunities for literacy practices within digital environments. These changes have transformed the social practices and definitions of literacy, presenting significant implications for the educational contexts ELLs encounter. Despite the United States’ appeal to immigrants, tensions between the public school system and emergent bilingual students have sparked widespread attention. Addressing these challenges requires pedagogical approaches that honor ELLs' cultural identities and empower them as critical consumers and producers of digital information. This paper argues for shifting from a deficit-based perspective to an asset-based framework, drawing on sociocultural and critical theories to redefine ELL learning. The authors aim to conceptualize ELL learning, establish a shared understanding of digital literacies, and review existing literature highlighting how these practices enable ELLs to become engaged and autonomous learners. The concluding section discusses implications and proposes directions for future research to advance the field of digital literacy in ways that benefit ELLs.