Envisioning Support-Centered Technologies for Language Practice and Use: Needs and Design Opportunities for Immigrant English Language Learners (ELLs)

Abstract

Immigrant English Language Learners (ELLs) who are learning the majority language in a new country are required to participate in the informal language space on a daily basis to gain access to essential economic and social resources. In contrast to formal language spaces, which extensive literature has researched, exploration of informal language spaces, which present a number of linguistic and psychological challenges without scaffolded support, remains limited. In this work, we conduct a qualitative interview study to explore the use of support tools to facilitate participation in daily life for ELLs, investigating the efficacy of these tools, obstacles encountered, and perceptions of what defines positive and negative experiences. We aim to contribute a deeper, more nuanced understanding of the experience of language use in practical scenarios for ELLs and present a set of actionable considerations for designers working with ELLs that prioritize their linguistic, affective, and social needs.

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