ERIC Number: EJ1451542
Record Type: Journal
Publication Date: 2024-Nov
Pages: 32
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0167-8507
EISSN: EISSN-1613-3684
Available Date: N/A
LINCing Learners to Digital Literacy: Supporting Social Integration and English Language Learning during COVID-19
Multilingua: Journal of Cross-Cultural and Interlanguage Communication, v43 n6 p751-782 2024
Many newcomers to Canada experience significant difficulties adjusting to life in their new community, with few more challenging than learning English. While Canada's Language Instruction for Newcomers to Canada (LINC) program suggests a pathway to social integration, ideologies pertaining to language and diversity that inform the LINC program can lead to the assimilation and marginalization of immigrant and refugee newcomers. The disruptions that COVID-19 brought to LINC classes exacerbated these issues. Here, we explore these themes in an ethnographic study of one LINC site and suggest that the incorporation of digital technologies could offer a space for a translingual pedagogy to take root. With appropriate guidance, the adoption of a translingual pedagogy could work against the problematic discourses perpetuating within LINC and improve English learning outcomes by providing increased opportunities for digital literacy socialization.
Descriptors: Foreign Countries, Immigrants, English (Second Language), Second Language Learning, Social Integration, Second Language Instruction, Educational Technology, Technology Uses in Education, Refugees, Barriers, Socialization, Multilingualism, Student Diversity, COVID-19, Pandemics
De Gruyter Mouton. Available from: Walter de Gruyter, Inc. 121 High Street, Third Floor, Boston, MA 02110. Tel: 857-284-7073; Fax: 857-284-7358; e-mail: service@degruyter.com; Web site: http://www.degruyter.com
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Canada
Grant or Contract Numbers: N/A
Author Affiliations: N/A