Au A. , Siddiqi H., Sayadi G., Zhao T., Kleib M., Tong H. & Salma J. (2024). Digital learning preferences of Arabic-speaking older immigrants in Canada: A qualitative case study. Educational Gerontology, 50 (11), 1006-1028.
Although the focus of this Alberta-based report is not settlement language learning, the information it provides about the digital literacy needs of older Arabic-speaking immigrants can assist in understanding the learning needs and the challenges this community faces if they do use digital technology to learn language. The study was informed by Adult Learning Theory and the Digital Competence Framework for Citizens (DigComp 2.2). It explores the digital divide for this community in light of its impact on accessing public services, social inclusion and adaptation to new environments. The report identifies “poor mainstream language proficiency” for some members of this group. Using digital tech may help older adults with language acquisition and cultural differences, so it is important to be aware of some approaches that will create an environment that is inclusive and that considers the needs of older adults. The study reports on how older learners navigated their devices, how the groups interacted during activities and any socio-emotional responses during learning sessions. A number of tables display participants’ quotes on the topics of lessons, e.g., interacting through digital technologies, engaging citizenship through digital technologies, managing digital identity.
The researchers identify three key themes: the interplay of participants’ interests and attitudes, the role of peer support in and out of the classroom and sensory, language and digital barriers to learning. The report then provides details about each of these themes.
Retrievable from:
https://www.tandfonline.com/doi/epub/10.1080/03601277.2024.2370114?needAccess=true