Digital literacy practices outside language classrooms: insights of adult migrants’ language education
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25 mars 2025
- ISIDORE Id: 10670/1.280448...
- hal: hal-05012254
- doi: 10.1080/09588221.2025.2482151
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info:eu-repo/semantics/altIdentifier/doi/10.1080/09588221.2025.2482151
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Migrant farm workers Agricultural migrants Migrants Migrant agricultural workers Foreign-born population Foreign population Emigrants Foreigners Migrants Literacy, Computer Digital literacyCiter ce document
Nicolas Guichon et al., « Digital literacy practices outside language classrooms: insights of adult migrants’ language education », HALSHS : archive ouverte en Sciences de l’Homme et de la Société, ID : 10.1080/09588221.2025.2482151
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Résumé
To explore the role of digital tools in adult migrants’ literacy practices and the strategies they develop in real-life situations, we conducted filmed observations of three migrants who were engaged in digital literacy events outside the language classroom. Digital literacy events are defined as empirical and observable configurations of action, technology, text and discourse (Prinsloo and Baynham 2008) that offer insights into individuals’ digital literacy. To capture the data comprehensively, we employed a multifocal approach using a 360° camera and screen captures. This method documented three distinct events: managing routine interactions, navigating geographic and administrative tasks, and job hunting. The inductive analysis revealed key elements, including interface navigation, transmediation, the extensive use of the Google suite in digital practices, and the crucial role of machine translation in migrants’ literacy development. In conclusion, the findings highlight the importance of acknowledging and fostering migrants’ existing digital practice repertoires while establishing links between these practices and structured learning opportunities.
