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The language of instruction of maths and science in Lebanon constitutes a major barrier for accessing public education for deprived youth in Lebanon including Syrian refugees. This study examines the extent to which technology supports vulnerable students overcome the language barrier when learning science. A sample of interactive science tasks developed by a local NGO was critiqued by trained teachers in terms of design and language demands and piloted with deprived young Lebanese and Syrian refugees. While interviewed students reported higher levels of engagement with the tasks, they highlighted significant language challenges. Findings suggest the importance of tailoring technology tools to serve the needs of target users. Implications for the role of technology in reducing social inequality gaps are discussed.