Technology-Supported L2 Learning in LESLLA Classes: Two Case Studies from Finland

Résumé

Digitalized environments are becoming increasingly ubiquitous, which means that digital literacy is essential for everyone, including LESLLA learners (e.g., Reder, Vanek, & Wrigley, 2012). This paper focuses on two qualitative sub-studies carried out in a Finnish context. The data for this study consist of (a) interviews of ten LESLLA learners, and (b) responses to an online questionnaire with open-ended questions from ten LESLLA teachers. We discuss, for example, the learning opportunities that the use of digital devices and applications, especially the use of smartphones, offers learners, and teachers' thoughts on the use of teachnology in LESLLA classrooms. The underlying approach in the sub-studies is sociocultural theory (Vygotsky, 1987). Overall, we consider how to scaffold the development of the learners' language skills with the support of technology. We also discuss the different social and semiotic digital practices (e.g., Thorne, 2013) used in literacy classes. It is important to teach LESLLA learners digital skills, while considering each learner's specific skill level. Additionally, the existing skills of LESLLA learners in using applications should be connected to formal classroom teaching in a pedagogically reasonable way.