Echoes in Rotations: Multilingual, Technology-enhanced Tools

Kristen Butler

Mark Twain Elementary, Springfield, MO

Introduction

Echoes in Rotations focuses on the use of multilingual, technology enhanced tools, specifically, PENpal audio recorder pens, to support English Learners (ELs) during independent reading rotations. These tools are designed to provide students with access to both their home language (L1) and English, particularly when teacher support is not available. By incorporating bilingual books, dictionaries, talking labels,and phonics magnets students will be able to independently hear and interact with texts. Research shows that effective literacy instruction for Els must provide student use of word recognition, phonics, and fluency while also incorporating and valuing students’ linguistic backgrounds (Flanigan, Solic, & Gordon, 2022). This project was created to help bridge these gaps in the classroom and create meaningful engagement for EL students.

At Mark Twain Elementary, we have a large population of EL students. These groups of students come from different diverse and linguistic backgrounds. Many of our EL students at Twain speak Spanish as their primary language encompassing a variety of dialects. However, classroom resources often fail to accommodate our multilingual learners, particularly during independent learning time. Traditional reading rotations often leave EL students without many opportunities to practice and listen to both their L1 and English independently. Therefore, tools like the one purchased directly supports students' language development and confidence on their own.

My overall goal for this project was to introduce bilingual tools into students’ daily routines for kindergarten, first, and second grade. By integrating students’ home languages in the classroom, I believe can help teachers create a more inclusive learning environment. Culturally responsive instruction, including translanguaging and multilingualism, can validate students’ identities and promote literacy learning (Aiken, Johnston, Scott, & Hill, 2021). Echoes in Rotations will provide teachers with practical, hands-on support to meet the needs of their diverse learners.

Step-by-Step Plan

Step 1: Gather Student Language Backgrounds - After speaking to my ELD specialist and classroom teachers Kindergarten through Second grade, I can accurately determine which teachers and students need support. Last year, students in K-2nd grade spoke Spanish and Arabic. However, I am also able to use these PENpals to add additional languages at any time if we have a student who transfers to our school with a different L1.

Step 2: Build and acquire independent, high-quality, and culturally responsive multilingual resources for the classroom (one bin per grade to rotate). These bins include bilingual books, dictionaries, talking labels, sight words, whiteboards, erasers, makers and phonics magnets.

Step 3: Once I have organized the bins, I will start setting up independent phonics centers. Then, I will introduce Kindergarten through second-grade teachers to the proper use of these tools and materials. Additionally, I plan to have quick training for teachers that demonstrates how students can effectively use the resources to better support both teachers and learners.

Step 4: Use PENpals in Literacy Centers to incorporate multilingual audio-supported tools. Create recorded voice overs that will explain directions, with the talking labels for students to listen to.

Step 5: Monitor and Adjust - Speak with teachers to ask if there is anything else that they believe could be improved in supporting their EL students during independent centers.

Step 6: Lastly, I will regularly check in with teachers and students using these centers to ensure the tools are effectively supporting EL students' vocabulary development. I have created a google survey that I will send out to the collaborative teachers to have them complete twice throughout the school year. I would also like to find opportunities later in the school year to observe students actively using these resources

TimelineThis research has been conducted during the 2025-2026 school year beginning in November. Below is the timeline I plan to follow and administer throughout the school year.

August – October: Collect numbers of Els in each grade (Kindergarten-2^nd grade). Communicate with colleagues and explain what the outcome for these tools are. Send out a survey asking them what their EL engagement looks like during reading rotation and if they have any bilingual tools to support their students.

November – December: Begin implementation, observe/gather EL engagement with PENpals.

January – March: Adjust if needed, continue observing and send out an additional survey for teachers to complete

April – May: Analyze results, share findings, reflect, and begin adjusting for the next school year.

Budget

Item	Link
Talking Phonics Magnets	https://www.languagelizard.com/Talking-Phonics-Magnets-p/phonmagusa.htm
Bilingual Dictionaries	https://www.languagelizard.com/My-Bilingual-Talking-Dictionary-p/dict2pen-set.htm
Spanish/English Audio Books	https://www.languagelizard.com/Spanish-English-20-Audio-Books-with-PENpal-p/pensup-spa.htm
Whiteboard/Markers/Erasers	Whiteboard/Markers/Erasers - Amazon
Sight Word Flashcards	Sight Word Flashcards - Amazon

Sustainability

This project has the potential to continue to be used throughout my entire career. The PENpals, bilingual books, dictionaries, and flashcards can be used for many years as long as they are properly cared for. The PENpals are rechargeable and have a battery life of up to five hours, making them practical for daily classroom use. I believe our EL students will greatly benefit from having consistent access to these tools. These tools can also be modified as needed; it allows me to download additional languages for other El students too.

Reflections

This project has been a huge success for our students at Mark Twain Elementary. I have received a variety of positive feedback from both teachers and students. I would suggest these tools to any teacher with an EL student because they have proven to enhance student engagement in the classroom during reading rotations.

Students can use these PENpals to hear their home language but to also hear it read to them in English as well. One barrier I would recommend to teachers looking at purchasing these tools would be to have a set expectation for not only students using these tools but also for students not using these tools. At first, I had other students in my classroom not understand why they didn’t get the chance to use these tools but after explanation and time they understood. If I had the money, I would purchase more tools and books to utilize in the classroom, but for now the system in place has worked great for my colleagues and me. I would also recommend that once students are comfortable using these devices, they use them to also enhance their rigor by creating supporting questions linked to the stories they read. For example, they could focus on story elements, sequencing, chapter development, or cause and effect.

References

Flanigan, K., Solic, K., & Gordon, L. (2022). The “P” word revisited: 8 principles for tackling today’s questions and misconceptions about phonics instruction. The Reading Teacher, 76(1), 73–83. https://doi.org/10.1002/trtr.2101

Aiken, H. H., Johnston, A. H., Scott, C. J., & Hill, D. R. (2021). Targeted reading instruction: Four guiding principles. The Reading Teacher, 74(5), 505–515. https://doi.org/10.1002/trtr.1975