Getting Back to Basics: Highlighting the Need for Research on Technology Exposure in Children’s Language Classrooms

Abstract

The COVID-19 pandemic has significantly accelerated technology use in education, particularly in young language learners’ classrooms. This shift has raised concerns among primary school educators regarding how increased screen time and digital distractions affect cognitive development and Additional Language Learning (L2 learning). Preliminary conversations with primary school teachers suggest growing apprehension about over-reliance on technology in children’s classrooms. While digital tools support personalized learning, excessive use may limit meaningful interaction, potentially hindering L2 acquisition. This study highlights the urgent need for targeted research to examine the effects of classroom technology on young L2 learners and to develop pedagogical strategies that ensure a balanced approach to technology integration. Based on insights from educators in Madrid, Spain, this study contributes to ongoing discussions on post-pandemic technology integration, offering practical implications for language classrooms worldwide.