Not Just Duolingo: Supporting Immigrant Language Preservation Through Family-Based Play

TL;DR

This paper explores how family-based, interactive language learning games can support immigrant language preservation, addressing sociopolitical challenges and limited institutional support.

Contribution

It introduces a novel audio-first language game designed for parent-child co-playing, grounded in the theory of comprehensible input, to aid immigrant language retention.

Findings

Early expert evaluation shows promising gameplay.

Design needs to simplify symbol-heavy UI.

Highlights importance of family-centered language support.

Abstract

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.