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Volunteer raises concerns about language app accessibility and class equity
Summary
A community member and district volunteer told the board that some students struggle with a language learning app in class because of device access and in‑app mechanics (hearts/ads), and suggested the district consider alternatives to avoid students falling behind.
A volunteer who also substitutes in West Milford classrooms urged the board to review the district’s use of a language‑learning app after observing accessibility and equity issues for a portion of students.
Why it matters: Classroom technology decisions can advantage or disadvantage students if apps are not accessible on district Chromebooks or if app mechanics impede progress for some learners.
At public comment, a volunteer and district videographer said that in his experience "about 1 quarter to 1 third" of foreign language students — particularly in middle school — have difficulty using the app on Chromebooks, which forces some to use personal cell phones. He also said the app’s game‑style mechanics (losing “hearts” for incorrect answers and viewing ads to continue) can cause students to fall behind peers.
The speaker did not call for an immediate ban but asked the district to consider alternatives or adjustments so all students can participate without device barriers or punitive in‑app features.
Administrators took the comment under advisement but offered no immediate technical fixes at the meeting. The volunteer said he was willing to help and described the app as engaging but imperfect for some students.
Speakers quoted are listed in the speaker roster below; quotations are verbatim from the meeting transcript.
