Social inclusion and digital equity for newcomer adult language learners

This study describes the experiences of newcomer adult learners with online use of resources and services integral to their settlement. The research goals are to understand the digital demands on adult newcomers; investigate the digital literacy practices needed to access resources and services online; and identify how cultural and social capital is gained, and how educators can support its development. Data generated with learners and educators using multiple methods (questionnaires, interviews, discussion forums, reflections, curriculum resources) highlights the impact of digital fluency (Miller and Bartlett, 2012) and literacy practices (Reder, 2012) in relation to cultural and social capital (Bourdieu, 1977) and techno-capital (Rojas, 2012). Within a reconceptualized view of an interconnected and interrelated digital divide (Haight et al., 2014; Selwyn, 2004; van Deursen & van Dijk, 2014; van Dijk, 2020) the complexities of digital spaces present challenges and further shape the digital demands imposed on newcomers. A grounded theory approach (Strauss & Corbin, 1990; Charmaz, 2000; Braun & Clark, 2006; Creswell, 2007) and a multiple case study design (Stake, 2006) allows the lived experiences of learners and educators to emerge, helping to understand complex social phenomena and enable a future towards social inclusion and digital equity for newcomers in Canada. The study's findings include key aspects of adaptive digital pedagogies, showcasing innovative and transformative online and blended teaching practices that highlight cognitive and social teacher presence (Anderson, 2018; Lowenthal, 2009; Scollins-Mantha, 2017; Swan, 2002). Themes include adapting instructional delivery and pacing, enhancing online course design and scaffolding, fostering engagement and participation in online environments, adapting learning activities and assessments, providing comprehensive student support, and professional development and pedagogical reflection. A summary and analysis of the data findings offers insights into the lives of newcomers as digital citizens and adaptive digital pedagogies utilized by educators to support newcomers in their settlement. The study concludes with recognition of the value and powerful impact of social inclusion and digital equity for newcomer adult language learners in Canada.