Tablet Translation in English Learning: A Single Case Study

Abstract

The single case study under consideration explores how tablet-enabled translation assisted in facilitating inclusive education in an English classroom of Year 7 at an English high school. Using Sociocultural Theory that focuses on learning as a process that is socially mediated (Vygotsky, 1978), the paper discusses how an Arabic-speaking new student could gain access to the content of the curriculum, become an engaged and active participant by using a tablet-based translation tool. Real-time translation of learning materials and assessments prompted the student to work alongside peers equitably. The data sources comprised worksheets, handwritten notes, translated outputs, classroom observations and teacher reflections which were analysed thematically to determine the patterns of access, engagement, and social inclusion. Ethical measures covered anonymisation and confidentiality. The findings of this one case study indicate how widespread digital tools may reduce the language barrier, level the playing field, and teach the inclusive pedagogy in a classroom environment.