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When it comes to language acquisition, children are learning by the exposure to their environment. However, with technology like Virtual Learning Environments (VLEs), this has changed to introduce communication dynamic between language learner and teacher. This also helps student-teacher relationships and scaffolding effects needed to develop language, pragmatics, phonetics, grammar, etc.

In VLEs, the teacher has more control on what is learned rather than depend on outdated software that is programmed to do one thing at a time. Teachers have an assortment of activities that teach different aspects of language. There are many tools that technology provides to teachers to help students learn language in all its forms.

To facilitate learning, technological tools are available for language acquisition. It is important to make the distinction of these tools, or modalities used for language acquisition; Technology Enhanced Language Learning (TELL) and Computer Assisted Language Learning (CALL).

have now moved from CALL language acquisition into a refined TELL method. These TELL methods include tactile interfaces like ipads, mobile phones, etc. There are cons and pros for these new modality of language acquisition. Proponents of technology, such as teachers, would argue the ability to teach each child individually and at their own pace. Others, like the American Academy of Pediatricians (AAP), oppose technology like tablets, mobile phones, televised programs, computers, etc, argue that too much screen time is a detractor and can have negative outcomes on a child's brain.

Specially in language acquisition, screen time does not equate to the benefits of face to face interactions that are necessary to develop social language such as social cues or pragmatics. From the social constructivism approach, learning language requires engaging in activities that force us to talk to each other. Furthermore, social-cultural theory argues that learning occurs more effectively when working together.

There is evidence that technology is doing more than just assisting language learning but is now part of enriched learning environments existing in virtual classrooms/VLEs. Many language teachers use a Children's Communication Checklists (CCCs) in order to assess children with language communication disorders. Teachers can help children with language deficiencies with technology tools that offer arrange of options for children with autism, down-syndrome, social-pragmatic disorder, etc. Some children with autism use tablets that have picture exchange system (PECS) apps that allows them to communicate their needs and wants.

Media-assisted language learning
Children can have a difficult time learning language without social support. However, children that are exposed to media like tablets or computers can help them learn more vocabulary without social support. Children that have educational language app can benefit by learning more vocabulary than a child just using flashcards. The apps are very interactive and thus influence responsiveness and arousal to learn. Children that had both social support and app learned more vocabulary than children that only used app and those that used just the flashcards. Social support helps to learn more vocabulary, but educational apps do help learn language on their own. A combination of social interaction and electronic media is favorable in language development according to researchers Margareth Sandvik, Ole Smørdal, and Svein Østerud who looked at kindergarteners practicing language skills with iPads in the suburbs of Oslo. In addition to iPads increasing phonemic awareness and their ability to connect sounds with letters, researchers found that the tablets are beneficial in initiating conversation between peers. Furthermore, it changes the classroom dynamic by bringing the teacher to the children’s level from the instructor's engagement in the tablet activities rather than the one-way directed lecture that is commonly used in classroom settings. This is not to say that all apps are the same or educational. Also, it is important to mention that the apps helping with language acquisition depends on age and time of exposure.

The influence of television
The content shown on television also has an effect on language development. One study which looked at children under the age of two revealed that television shows like Sesame Street and Dragon Tales were successful in eliciting a communicative response from the children. Educational shows such as Dora the Explorer and Arthur are effective in that they are composed of simple narrative structures and contain pauses for children to respond, which yield beneficial results regarding language skills. Conversely, general television shows like Teleteubbies failed to teach children new words as a result of  its poor language structure. Concerns about excessive television exposure have already begun, the American Academy of Pediatrics (AAP) suggests that children under the age of 2 watch less than 2 hours a day on average. “Heavy” technology usage has been associated with negative outcomes such as attention problems that may impact literacy development; however, it remains unclear at which point usage is regarded as heavy, and these negative outcomes outweigh the more general benefits to cognitive skills and literacy. With early research into the impact of television viewing, it was found that the content of the activity (e.g., the television program itself) was the most important factor, not simply the technology itself. Current evidence suggests that technology has mostly beneficial effects on language and literacy skills.