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In:Technology and Instructed Second Language Acquisition: Connecting research and pedagogy
Edited by Shawn Loewen, Frederick J. Poole, Hyun-Bin Hwang and Matthew D. Coss
[Language Learning & Language Teaching 63] 2025
► pp. 45–67

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Chapter 2
Of barriers and bias

Diversity, equity, inclusion, and justice (DEIJ) in technology-mediated ISLA

 | Goethe University Frankfurt
 | University of Education Heidelberg
Published online: 27 October 2025
DOI logo with link
https://doi.org/10.1075/lllt.63.02bun
Abstract
In this chapter, the authors will briefly review the limited literature documenting robust empirical L2 research designed specifically to improve the language learning experiences of diverse, historically under-researched and often marginalized language learners of all ages. The main goal of this chapter is to synthesize findings from this body of research while identifying the manifold gaps in it. Subsequently, the authors will discuss the educational and ethical imperative of rigorous, technology-focused (I)SLA research to address real-world language-learning issues for diverse learner groups. This chapter will touch on a range of dimensions of heterogeneity, including disability, multilingualism and neurodivergence, examining existing research and highlighting (often large) gaps in our knowledge at the interface between L2 instruction, technology, and under-resourced contexts/underrepresented marginalized populations across the world.
Article outline
  • Introduction
  • 2.DEIJ: Diversity, equity, inclusion and justice
  • Access and accessibility
  • Digital divides and digital inequalities in ISLA
  • Biases in research and practice
  • Conclusion
  • Extension resources
    • Reflection questions
      • Theory & practice
      • Theory & Research
    • Topics for (action) research projects
  • Generative AI use acknowledgement
  • Notes
  • References
References (82)
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