Not Just Duolingo: Supporting Immigrant Language Preservation Through Family-Based Play
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arXiv
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| Hauptverfasser: | , , |
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| Format: | Preprint |
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2026
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| _version_ | 1866915904285048832 |
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| author | Ciuba, Alejandro Li, Zheng YY Gautam, Aakash |
| author_facet | Ciuba, Alejandro Li, Zheng YY Gautam, Aakash |
| contents | For immigrants, language preservation is crucial to maintain their identity, but the process of immigration can put a strain on a community's ability to do so. We interviewed eight Nepali immigrants to understand barriers to language preservation across sociopolitical contexts in Nepal and immigrant life in the United States. Participants described strong motivation but limited institutional support, time and resource constraints, and English-dominant environments that widen parent-child language gaps. They envisioned technology that supports interactive, family centered learning. In response, we are developing an audio-first, point-and-click language learning game based on the theory of comprehensible input, designed for parent-child co-playing. An early evaluation with four design experts reveals promising gameplay, and the need to simplify symbol-heavy UI. We conclude with implications for designing language technologies that support preservation through relations while acknowledging the limits of design. |
| format | Preprint |
| id |
arxiv_https___arxiv_org_abs_2604_00282 |
| institution | arXiv |
| publishDate | 2026 |
| record_format | arxiv |
| spellingShingle | Not Just Duolingo: Supporting Immigrant Language Preservation Through Family-Based Play Ciuba, Alejandro Li, Zheng YY Gautam, Aakash Human-Computer Interaction For immigrants, language preservation is crucial to maintain their identity, but the process of immigration can put a strain on a community's ability to do so. We interviewed eight Nepali immigrants to understand barriers to language preservation across sociopolitical contexts in Nepal and immigrant life in the United States. Participants described strong motivation but limited institutional support, time and resource constraints, and English-dominant environments that widen parent-child language gaps. They envisioned technology that supports interactive, family centered learning. In response, we are developing an audio-first, point-and-click language learning game based on the theory of comprehensible input, designed for parent-child co-playing. An early evaluation with four design experts reveals promising gameplay, and the need to simplify symbol-heavy UI. We conclude with implications for designing language technologies that support preservation through relations while acknowledging the limits of design. |
| title | Not Just Duolingo: Supporting Immigrant Language Preservation Through Family-Based Play |
| topic | Human-Computer Interaction |
| url | https://arxiv.org/abs/2604.00282 |