Abstracts
Abstract
With massive migratory flows observed around the world, schools are experiencing an unprecedented increase in the enrolment of children who speak multiple languages. Educators are called upon to facilitate immigrant plurilingual students’ inclusion and development of functional competencies in the target language(s), often using digital technologies (DTs) to promote language learning and plurilingual teaching practices. This research synthesis explores the research trends, methods, and findings from studies focused on the use of DTs with immigrant plurilingual language learners. The results highlight that DTs are used in heterogeneous contexts to support the development of immigrant plurilingual students’ overall language proficiency, (multi)literacies, engagement, as well as identity development. However, teachers and learners may require additional support to use DTs and plurilingual practices to their full potential. These concerns point to the need for ongoing professional learning and contextualised supports for educators at the intersection of these areas.
Keywords:
- digital technologies,
- immigrants,
- teachers,
- language learners,
- plurilingualism,
- bilingualism
Résumé
Les flux migratoires massifs observés dans le monde poussent les éducatrices et éducateurs à faciliter l’intégration des élèves immigrants plurilingues par le développement de compétences fonctionnelles dans la ou les langue(s) cible(s). Il a également été démontré que les technologies numériques (TN) présentent un grand potentiel pour promouvoir l’apprentissage des langues et les pratiques d’enseignement plurilingues. Cette revue systématique de la littérature se consacre aux études empiriques centrées sur l’usage des TN auprès des élèves nouveaux arrivants depuis 2000. Les résultats soulignent que les TN sont utilisés dans des contextes hétérogènes pour soutenir le développement des compétences linguistiques globales, la (multi)littératie et l’identité. Cependant, le personnel enseignant et les apprenants peuvent avoir besoin d’un soutien supplémentaire pour utiliser pleinement les TN et les pratiques plurilingues. Un apprentissage professionnel continu et contextualisé s’avère donc nécessaire pour les éducatrices et éducateurs à la croisée de ces domaines.
Mots-clés :
- technologies numériques,
- personne immigrante,
- personnel enseignant,
- apprenants de langues,
- plurilinguisme,
- bilinguisme
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