Multilingualism, Traumas, and Relational Work in Digital Education

Citation

Rice, M. & Barbour, M. (2026). Multilingualism, Traumas, and Relational Work in Digital Education. Journal of Online Learning Research, 12(2), 195-199. https://www.learntechlib.org/primary/p/2129977/

Abstract

Educational technologies such as AI and instructional modalities including online and distance learning might be seen as ways to address needs of multilingual learners and/or provide social/emotional learning support. We suggest that such practices might cause more traumas than they resolve, particularly if implemented without careful planning. For example, use of extensive technologies might bring extended surveillance to families based on their physical characteristics or language use patterns. Also, social/emotional learning programs that do not address historical trauma and/or that operate as if trauma is resolved as a matter of personal resilience also have limited utility for many individuals and groups (Chemaly, 2025). Addressing traumas—historical traumas alongside present ones—will be a matter of collective action and efforts. Where online and distance learning and accompanying technologies play a role, they must not be expected to do all the work of caring communities.

Authors

  • Barbour, Michael K
  • Rice, Mary

Reference Type

Journal

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