Research Information System
Trainin Language and Culture, vol.2, no.3, pp.29-41, 2018 (Peer-Reviewed Journal)
Integration of technology into foreign language learning could extend the opportunities for language
contact and better retention in the context of newly arrived refugees in the European countries. Research
has shown that technology increases the motivation in foreign language learning and also fosters learner
autonomy by allowing the learners to personalise the learning and enables them to self-regulate. The use of
mobile technologies for language learning is also in accordance with a constructivist approach that caters
for learner involvement and agency in the learning process not only in classrooms but outside the
classroom as well. Refugees, asylum seekers and migrants readily have mobile devices at hand which could
also be used in the classrooms where they are learning new languages. The teachers should also be able to
exploit these devices to develop refugees’ language skills. These reasons have necessitated the YoruRNI
project that focuses on the refugee crisis in Europe, giving particular attention to inclusive schooling of
asylum seekers and migrants in vocational schools (age 15+). This paper covers the initial findings of the
project needs analysis as well as literature review to disseminate best practices on the use of mobile devices
and apps in teaching languages of the host countries to the refugees, asylum seekers and migrants.