“Tech, Tongues, and the Borderland: Leaning In with ESL Voices”
By Omar F. Medina
“To live in the borderlands means you…” — Gloria Anzaldúa
Living in the Borderland — And Logging In
When I moved to the U.S. as an ESL (English as a Second Language)
student, I quickly learned that navigating a new country wasn’t the hardest
part—it was finding a voice in digital spaces. The "borderland"
wasn’t just a place between nations. It was a digital one too: a space where
language, access, and identity clashed—and sometimes connected.
Back then, I didn’t know words like digital equity or inclusion.
I just knew that when teachers asked us to do research or presentations online,
I fell behind. Not because I wasn’t smart. But because I didn’t understand the
platforms. My Wi-Fi was spotty. And most tech tutorials were in fast, idiomatic
English I couldn’t follow.
Fast forward a few years, and I’ve come to realize something important: technology
can either build bridges—or reinforce borders. It depends on how we use it.
What Is “Leaning In”
in a Digital Space?
The phrase “leaning in” often refers to actively engaging—even when
things feel uncomfortable. For me, it’s also meant asking questions in broken
English, using Google Translate mid-essay, and joining online discussions with
fear but also hope.
Leaning in meant showing up digitally even when I felt invisible linguistically.
Today, I tutor ESL students. And I see it again and again: students stuck
in the borderland between knowing and expressing, between potential and access.
And most of all, between tech that empowers and tech that excludes.
Digital Equity: More
Than Wi-Fi
Let’s break a myth: digital equity isn’t just about giving every student
a Chromebook. It’s about making sure every student can use that
Chromebook meaningfully.
According to Digital Promise, digital equity includes access to:
- Culturally
relevant tools
- Language-appropriate
resources
- Digital
literacy instruction
But ESL students are often handed the same tech as native speakers and
expected to "keep up." That’s like giving everyone shoes—but ignoring
who’s walking uphill barefoot.
Case Study: Google
Classroom and the Invisible Learners
Many schools now use Google Classroom. It’s clean, efficient, and
“inclusive.” But here’s what that looks like for ESL students:
- Instructions
are posted with no visual aids.
- Feedback is
given in slang or idiomatic English.
- There’s no
built-in translation or text-to-speech.
👎 For students still
mastering English, Google Classroom can feel more like a locked door than a
helpful portal.
👍 However, tools like
Read&Write and Immersive Reader can change
that. These add-ons offer:
- Word prediction
- Text-to-speech
- Built-in
translation
- Picture
dictionaries
🧠
ogy
My Call to Action:
Tech Should Speak Our Language(s)
If we’re serious about digital equity, then we need to design for the
borderland—not pretend it doesn’t exist.
Here are 3 steps schools and educators can take today:
- Audit your
platforms: Are your digital tools ESL-friendly? Can they be used effectively
without native-level English?
- Train the
teachers: Provide PD (professional development) focused on inclusive tech
use, not just tech use.
- Include student
voices: Ask ESL students what works for them. Let them be co-designers in
the digital classroom.
A Voice from the
Borderland
I recently interviewed a friend, Mei, who moved from China in 10th grade.
She shared how YouTube, subtitles, and language apps helped her survive—and
then thrive.
📺 Click on VIDEO link: THREE TECH TOOLS FOR ESL [Courtesy of SIMPLY LevaESL]
The Borderland Isn’t
a Barrier—It’s a Beginning
ESL students don’t need to be “rescued.” We need to be recognized. We
come with languages, skills, and cultural knowledge that can enrich the digital
classroom.
With the right tools—and the right mindset—we can all lean in together.
The borderland doesn’t have to divide us. With inclusive tech, it can connect
us.
What’s Next?
If you’re a teacher, ask yourself:
- Does your tech
support multilingual learners?
- Are your
assignments designed with digital inclusion in mind?
If you’re an ESL student: You belong. Keep leaning in.
Let’s build classrooms—and platforms—that reflect all our voices.
Useful links.
https://digitalpromise.org/initiative/digital-equity/
https://www.texthelp.com/products/read-write/
https://www.microsoft.com/en-us/education/learning-tools
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