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In:Framing in Interaction: Pragmatic approaches to framing analysis
Edited by Simon Borchmann, Anne H. Fabricius and Ida Klitgård
[Pragmatics & Beyond New Series 354] 2025
► pp. 213–235

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Chapter 8
Framing a situated learning experience for migrant workers

Different approaches to digital keying in second language learning resources

 | Roskilde University
Published online: 30 October 2025
DOI logo with link
https://doi.org/10.1075/pbns.354.08tra
Abstract
This chapter presents a frame analysis of three different digital resources developed for work-related second language learning of migrants. Drawing on Goffman’s (1974) notion of keying, the chapter explores the keys employed within the various digital resources to establish a semiotic environment familiar and recognizable to the user, hereby creating a situated and context-specific learning experience. The chapter proposes that the analysis of the keying processes involved in digital resources can be used to illuminate processes of inclusion and exclusion in terms of which users are being indirectly assumed and proposed by the design.
Article outline
  • 1.Introduction
  • 2.Digital platforms as a potential resource for situated learning
  • 3.Frame analysis of ‘keying’ in digital language learning resources
    • 3.1Limitations in keying processes
  • 4.Analysis: Three different digital learning resources
    • 4.1Technical re-doings in the language game WorkdPlays
    • 4.2Framing interactive engagement and co-construction
    • 4.3Digital reconstruction of text-book language learning materials
  • 5.Conclusions and outlook
  • References
References (22)
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