Language Barriers in Online Classes for Migrant Children

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Richa Sinha

Independent Researcher

India

Abstract
This study critically examines the multifaceted impact of language barriers on migrant children’s engagement, participation, and learning outcomes within online classroom environments. As digital education becomes ubiquitous, understanding how linguistic diversity shapes virtual learning experiences is imperative for fostering inclusive pedagogy. Migrant children encounter unique challenges when the language of instruction differs from their home language, leading not only to comprehension difficulties but also to psychosocial strain, reduced motivation, and the perpetuation of educational inequities. Employing a mixed-methods research design, this investigation surveyed 200 migrant learners and their parents to capture both quantitative indicators of language-related obstacles and qualitative insights into coping strategies. The survey revealed that over 70% of participants face frequent comprehension issues, more than two-thirds avoid active participation due to fear of linguistic mistakes, and a majority rely heavily on familial translation support. Thematic analysis of open-ended responses uncovered critical needs: simplified instructional materials, targeted teacher training in multilingual digital pedagogy, and formalized translation resources integrated into online platforms. Based on these findings, we propose a set of evidence-based recommendations, including the development of multilingual glossaries, incorporation of trans-language practices, professional development modules for online educators, and policy frameworks to allocate resources for language support specialists. By addressing language barriers systematically, educational stakeholders can enhance equity, boost engagement, and promote positive psychosocial outcomes for migrant students navigating virtual learning landscapes.

Keywords

Language Barriers, Online Education, Migrant Children, Digital Learning, Educational Equity

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