Teaching US-Born Elementary Digital Native English Learners from Technopoly Settings: Lessons from Non-native English Teachers
Dr. Valentin Ekiaka Nzai, Dr. Jenelle Reeves

Abstract
This paper explored how four digital immigrant non-native English speaking (NNES) English language learner (ELL) teachers overcame the different stages of their digital immigrant status in order to effectively meet their US-Born K-5 digital native ELL/Bilingual children learning need, in a predominantly subtractive bilingualism setting. Findings suggested that formal information technology training and informational learning have being used as transformative conditions aimed at helping NNES ELL teachers develop their digital native-like and/or digital native citizenship in an ESL context.

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