DOI:
https://doi.org/10.14483/22487085.22044Published:
2025-07-07Issue:
Vol. 27 No. 1 (2025): CALJ: january-juneSection:
Reflections on PraxisFrom Shelter to Server
Conceptualizing the intersection of housing insecurity, digital accessibility, and language teaching and learning
Del refugio al servidor
Keywords:
housing insecurity, housing instability, digital accessibility, language teaching and learning (en).Keywords:
inseguridad de vivienda, inestabilidad habitacional, accesibilidad digital, enseñanza y aprendizaje de idiomas (es).Downloads
Abstract (en)
Within the domain of applied linguistics, the intertwined challenges of housing insecurity and digital inaccessibility profoundly impact teaching and learning outcomes. This article elucidates the complex intersectionality of these real-world issues and their implications for language educators and learners. Despite the burgeoning recognition of technology’s role in modern pedagogy, a significant portion of students, especially those grappling with housing instability, confront the reality of digital inaccessibility. This duality not only impedes academic engagement and achievement but also accentuates psychosocial stressors. Drawing from comprehensive literature, the paper articulates the profound implications housing instability has on students’ well-being and academic trajectories, particularly in the digital age. It further elaborates on the underrepresented nuances of housing insecurity for both teachers and students within the specific realm of language teaching and learning. This manuscript introduces the triadic relationship among housing insecurity, digital accessibility, and language teaching and learning, culminating in a conceptual lens. This relationship evinces how housing insecurity often limits digital access, creating, in turn, barriers to effective language learning and teaching. Emphasizing an integrative approach, the paper concludes with pragmatic considerations for policy reformation, targeted research, and adaptive pedagogical practices, aiming to foster a more equitable, resilient, and inclusive language education ecosystem.
Abstract (es)
Dentro del ámbito de la lingüística aplicada, los desafíos entrelazados de la inseguridad de vivienda y la inaccesibilidad digital tienen un profundo impacto en los resultados de la enseñanza y el aprendizaje. Este artículo aclara la compleja interseccionalidad de estos problemas del mundo real y sus implicaciones para los educadores y estudiantes de idiomas. A pesar del creciente reconocimiento del papel de la tecnología en la pedagogía moderna, una parte significativa de los estudiantes, en particular aquellos que luchan contra la inestabilidad habitacional, enfrentan la realidad de la inaccesibilidad digital. Esta dualidad no solo impide el compromiso y logro académico, sino que también acentúa los estresores psicosociales. Basándose en una literatura exhaustiva, el artículo enlaza las profundas implicaciones que la inestabilidad habitacional tiene en el bienestar y las trayectorias académicas de los estudiantes, particularmente en la era digital. Además, detalla las sutilezas subrepresentadas de la inseguridad de vivienda tanto para profesores como para estudiantes dentro del ámbito específico de la enseñanza y aprendizaje de idiomas. Este manuscrito introduce la relación triádica entre la inseguridad de vivienda, la accesibilidad digital y la enseñanza y aprendizaje de idiomas, culminando en una lente conceptual. Esta relación triádica refleja cómo la inseguridad de la vivienda a menudo limita el acceso digital, lo que a su vez crea barreras para el aprendizaje y la enseñanza eficaz de idiomas. Enfatizando un enfoque integrador, el documento concluye con consideraciones pragmáticas para la reforma de políticas, la investigación dirigida y las prácticas pedagógicas adaptativas, con el objetivo de fomentar un ecosistema de educación lingüística más equitativo, resiliente e inclusivo.
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