Mobile language learning experiences for migrants beyond the classroom

This paper summarises key findings from three recent research projects investigating how mobile technologies can support migrants in achieving greater language immersion through situated, informal and incidental language learning beyond the classroom. The research highlights the affordances and constraints of the city space as an emerging environment for semi-structured informal learning. Pedagogical models arising from this research emphasize the potential for learners’ agency and engagement through self-directed, social and playful learning. Implications for policy and practice are discussed