Curating complexity: parental pedagogical digital agency in home Arabic literacy development

Document Type

Article

Source of Publication

Journal of Multilingual and Multicultural Development

Publication Date

6-2-2026

Abstract

Digital technologies have transformed how transnational multilingual families learn and use their multiple and heritage languages (HL). This paper examines the everyday literacy practices of Arabic-speaking multilingual families in the UK. Using a linguistic and digital ethnographic approach, it explores how digital tools are adopted in the home and how they contribute to multilingual and multimodal literacy development. Data were generated through interviews, surveys, field notes, digital diary entries, and recordings of family interactions. The analysis shows that digital technologies support HL literacy only when parents actively guide their use through what is conceptualised here as ‘parental pedagogical digital agency’. This involves parents’ thoughtful selection of resources, regulation of access, and ongoing negotiation with children’s interests and preferences. Without such mediation, technology tends to offer surface-level exposure that supports cultural connection and identity building but does not lead to sustained development of literacy skills. At the same time, children are not passive users; they exercise agency in navigating digital spaces and, in doing so, influence parental decisions and family language practices. The paper concludes by arguing that effective digital support for heritage and language learning must prioritise parental guidance and pedagogical support rather than relying solely on access to technology.

ISSN

0143-4632

Publisher

Informa UK Limited

Disciplines

Education

Keywords

Arabic, digital parenting, Digital technologies, emotion, multilingual literacy development, parental pedagogical digital agency

Scopus ID

105040967344

Indexed in Scopus

yes

Open Access

no

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