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TEACHER COLLABORATIVE LEADERSHIP FOR ACCESS OF ENGLISH LANGUAGE LEARNERS TO TECHNOLOGY LITERACY

The aim of this study is to evaluate the collaborative leadership of teachers in ensuring English Language Learners (ELLs) access to technology to augment their learning capacity. In this context, the variables have been evaluated for understanding their ways of ensuring students access to technology. The theories of collaboration have been evaluated for understanding the role of access to technology in improving students’ learning. Data have been collected from secondary sources like journals, books, and websites. The findings show that teacher collaborative leadership can help in accessing digital teaching for augmenting ELLs’ learning experiences.