Digital scaffolding for minority language learners: a multi-stakeholder analysis of technology integration in the Chinese Mainland

Abstract Linguistic minority children may struggle to engage in general classroom activities when the medium of instruction differs from their home language, resulting in potential educational disadvantages compared to their majority peers. While technology-based interventions may have the potential to address this challenge, educational technology research needs to focus more on the specific ways in which technology supports linguistic minorities in primary education. Guided by Bronfenbrenner’s ecological systems theory and its ecosystem extension, this study aims to (1) examine how technology is used (the current status, challenges, and benefits) in teaching and learning in primary schools, and (2) explore how technology can be better leveraged to support linguistic minority children. Participants included principals ( N = 2), teachers ( N = 20), parents ( N = 19), and Grade 4 students ( N = 50) from two primary schools in a linguistic minority area of the Chinese Mainland. One-on-one semi-structured interviews were conducted in June 2024 and audio-recorded. Data were analyzed using a thematic analysis approach. The findings shed light on a limited awareness of the need to accommodate linguistic minorities at different levels, the specific challenges and benefits faced in the integration of technology in teaching and learning, and implications for the potential of technology in better supporting linguistic minorities.