Sammendrag
How do language practices in digital interaction at work and in the dialogue between parents and teachers affect work migrants’ experiences of inclusion and exclusion in the online/offline nexus? This question guides the research that this paper reports from, carried out with migrant workers and parents and their interlocutors (Thyness and Lexander 2023). The paper first focuses on the methodological challenge of collecting and analyzing data on online interaction to understand processes of inclusion, encompassing on- and offline practices. It thus draws on recent discussions of methodological implications of the increasingly blurred online/offline distinction (e.g. Bolander and Locher 2020). Second, with reference to work on the use of visual tools for researching linguistic repertoires (Busch 2016), it analyzes the use of mediagrams. Mediagrams are collaborative visualizations of the digital, linguistic and modal resources that participants mobilize in interaction with various interlocutors (Lexander and Androutsopoulos 2021), and in the project, participants came to use them in different ways that will be discussed here, for instance to narrate migrant trajectories with digital interaction as the starting point. Furthermore, mediagrams were brought into the classroom, in collaboration with teachers who wanted to use them to enhance their communication with migrant parents, leading to further methodological reflection.
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