Abstract
A large number of refugees need to learn a new language in order to transition to, or settle in, a new country. Most refugees have access to smartphones with which they can access mobile language learning tools. However, refugees in different stages of their journeys have different language learning needs. Identifying the unique needs of refugees is essential to design language learning tools that support their language learning activities. Through a two-part participatory design study, we identify and compare the tacit and latent language learning needs of two different groups of Syrian refugees: a group in transition in Lebanon, and a group settling in Germany. The Syrian refugees we worked with in Lebanon are studying English to transition to another country with better living conditions. On the other hand, the Syrian refugees we worked with in Germany are trying to learn German to better integrate into German society. Our results show overlapping needs and specific needs for the two groups of refugees. We present our findings and discuss the opportunities and challenges for designing language learning tools to support the language learning activities of refugees.
Highlights
There are more than 25 million refugees worldwide
Most of the existing and accessible mobile language learning tools were not built with refugees in mind, despite the size and the specific needs of the refugee population
To inform the design of language learning tools for Syrian refugees, this work aims to understand and compare the tacit and latent needs of Syrian refugees transitioning in Lebanon and Syrian refugees settling in Germany
Summary
Different refugees are in different stages of migration that involve different life situations and different needs (Drachman 1992). Whether they are in a transition country waiting to relocate or settled in their final destination, language learning is often an essential part of their journey. Throughout their unstable journey, most of the refugees have access to smartphones (Gillespie et al 2018). In this scheme, smartphones present them with opportunities for mobile language learning. Most of the existing and accessible mobile language learning tools were not built with refugees in mind, despite the size and the specific needs of the refugee population
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