Equitable Digital Practices for Multilingual Learners

Abstract

Leveraging today's use of technology is a responsibility that educators, administrators, and policymakers should be sharing. Unfortunately, this task has been confluently left to educators, who, in addition to having to face many other challenges in their classrooms, have to plan accordingly how technology can represent a benefit and not a struggle for their students. In the multilingual classroom, where educators and students concurrently are facing a variety of types of marginalization, finding the balance between including differentiated instruction through technology and empowering students through various digital literacy practices might be even harder. The present chapter aims to contribute to the growing knowledge of the intersectionality that equity and digital literacy practices represent in the multilingual classroom. This chapter also aims to continue the conversation of the cultural competence educators and multilingual learners must navigate to be successful at school and outside of it.