Digital media as language and literacy learning spaces in multilingual families – survey results from Luxembourg

Abstract

ABSTRACT Recent research shows that transnational families draw on digital media in their language learning. However, little systematic knowledge exists on the nature of these practices, the tools used, and the families’ views regarding digital media use for language learning. This article addresses this knowledge gap, presenting the results of an online survey conducted among 209 parents of transnational, multilingual families from Luxembourg. The questionnaire, which included closed- and open-ended questions, investigated the use of digital media among family members, the tools and activities employed and parental views towards the use of digital media for language learning. Parental reports suggest that children and adults may engage in different practices when learning languages with digital media. Digital tools most frequently used by the families in our studies include educational apps, videos, and online games. Further, our results indicate that parents assess digital media use for language learning positively, emphasising their accessibility and usefulness for the development of language skills. At the same time, the open comments indicate concerns related to the children’s age and the appropriateness of the available materials. The ensuing discussion and conclusions place the survey results in the context of existing literature and outline areas for future research.