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Digital Literacy: Dilemma for EAL Parents
Abstract
In the context of the practice of digital literacy in western classrooms, this book chapter explores the views of six newly arrived English as an additional language (EAL) parents and four Australian primary government school teachers on digital literacy. The EAL parents came to Australia from India, Indonesia, Nepal and the Philippines. The data used here are drawn from a PhD study which explores parents' and teachers' perspectives on the literacy learning of EAL children at a primary school in Victoria. Qualitative data include a questionnaire, focus group interviews, individual interviews, classroom observation and emails. The findings indicate that the teachers are positive towards digital literacy whereas the parents express mixed views. Most of the negative comments from the parents have come from their misunderstanding about how digital literacy is included in the school curriculum.
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