Examining Parental Perception and English Language Learners' Mobile-Assisted Language Learning From a Multicultural Perspective

• In Event: Sheraton Roundtable Session 32
  In Roundtable Session: Examining Familial Engagement and Multicultural Experiences across Diverse Contexts

Abstract

This ethnographic study examined parents’ perceptions with regard to young English Language Learners’ (ELLs’) mobile-assisted language experiences from a multicultural perspective. The six immigrant families were from P.R. China, Mexico, Japan, and Cambodia. Home-visits, in-depth interviews, participant observations, a descriptive survey, and field notes were used to triangulate the data. By centering on ELLs’ technological households’ cultural sources, parents’ perceptions of ELLs’ mobile-assisted language learning experiences were elaborated for motivation, physical and material access, digital skills, and usage frequency and diversity of mobile applications. Findings confirm the inequity in the current digital divide for young ELLs as well as inform future studies on creating Funds of Knowledge based curricula to contribute to ELLs’ language education through mobile technology.

Authors

• Yan Chen, University of Nevada - Las Vegas

• Hayley J. Mayall, Northern Illinois University

• Cindy S. York, Northern Illinois University