Abstract:

This work presents real results obtained from ICT applications on a set of 50 primary schools. The parameters of analyzed population were mainly associated to: immigration, social environment, first language.

Firstly, a set of relevant contributions related to L2 learning have been analyzed and problems to be solved have been summarized.

Secondly, the most important contributions about ICT for language teaching have been analyzed. The goal was to provide a real snapshot about how new technologies can minimize the impact of parameters like anxiety, introversion, motivation and so forth.

A third important step has been to analyze special subjects related to L2 learning that must to be taken in account like teaching practices and methods, perceptions and beliefs of teachers and students, bilingualism and multiculturalism.
At this point, an experimental contribution applied to improve L2 learning using ICT methodologies oriented to teenagers is presented.

A set of 50 Spanish centres have been selected following the detailed criteria:
a) A wide territorial distribution depending on social environment.
b) Quality and social prestige of the centre.
c) Level of immigrated population.

For each centre, two sets of students have been selected: foreign students and autochthon ones. In the research we have taken advantage of the innovative platform www.goodgrades.eu, which is operative all over the world. The platform allows treating the diversity in an easy way, grouping students depending on its personal capabilities.

A teaching staff team creates a set of specific materials for the experience, covering the most important curricular aspects of Spanish language adapted to sixth level in primary school (eleven-twelve years old).

The work carried out presents an evolution of academic results split in three periods: Sept-Dec 2011, Jan-Mar 2012, and April-June 2012. Obtained results show the effectiveness of ICT when we are dealing with parameters like motivation or anxiety. The results show how ICT seams much more effective when foreign population is considered.

To end with, the paper presents graphics and conclusions, and provides a set of good practices to be applied in ICT experiences when dealing with foreign students, which are much more sensible to personal constrains associated to shame, introversion, or low self-esteem.

Keywords:

L2 learning, ICT, constraining factors, foreign students.