Document Type
Article
Publication Date
2-2024
Publication Title
Multilingual Teaching
Publisher
emerald insight
DOI
http://dx.doi.org/10.1108/JME-09-2023-0092
Abstract
Purpose
Computer-assisted language learning (CALL) can create participatory cultures by removing barriers to access materials, encouraging student modes of expression, differentiating student interactions through digital environments and increasing learner autonomy. Participatory cultures require competencies or new media literacy (NML) skills to be successful in a digital world. However, professional development (PD) often lacks training on CALL and its implementation to develop such skills. The purpose of this study is to describe teachers use of digital tools for multilingual learners through a relevant theoretical perspective.
Design/methodology/approach
This design-based research study examines 30 in-service teachers in South Carolina, a destination state for Latinx immigrants, focusing data over three semesters of PD: interviews and instructional logs. The researchers address the question: How are teachers using digital tools to advance NML for multilingual learners (MLs)?
Findings
The authors analyzed current elementary teachers’ use of digital tools for language learning and NML purposes. Three themes are discussed: NMLs and digital literacy boundaries, digital tools for MLs and literacy teaching for MLs and NML skills.
Originality/value
Teacher PD often needs more specificity regarding the intersection of MLs and digital literacy. The authors contribute to the literature on needed elementary teaching practices for MLs, the integration of NML and how these practices may be addressed through PD.
Recommended Citation
Pennington, V., Howell, E., Kaminski, R., Ferguson-Sams, N., Gazioglu, M., Mittapalli, K., Banerjee, A., & Cole, M. (2024). Multilingual teaching and digital tools: The intersections of new media literacies and language learning. Journal for Multicultural Education. https://www-emerald-com.libproxy.clemson.edu/insight/content/doi/10.1108/JME-09-2023-0092/full/html