36.1812, Diss: English, Finnish; Applied Linguistics, Language Acquisition: Malessa (2025): "Access to (M)ALL"

[The LINGUIST List]

LINGUIST List: Vol-36-1812. Wed Jun 11 2025. ISSN: 1069 - 4875.

Subject: 36.1812, Diss: English, Finnish; Applied Linguistics, Language Acquisition: Malessa (2025): "Access to (M)ALL"

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Date: 08-Jun-2025
From: Eva Malessa [eva.malessa at utu.fi]
Subject: English, Finnish; Applied Linguistics, Language Acquisition; Malessa (2025): "Access to (M)ALL"


Institution: Applied language studies
Degree Date: 2025

Dissertation Title: Access to (M)ALL : redesigning a literacy support
serious game app in a participatory design approach with Finnish
language and literacy teachers of adult migrants with
limited/interrupted formal education

Dissertation URL: https://urn.fi/URN:ISBN:978-952-86-0587-4

Linguistic Field(s): Applied Linguistics
                     Language Acquisition

Subject Language(s): English (eng)
                     Finnish (fin)

Dissertation Director(s): Mari Honko, Heidi Vaarala

Dissertation Abstract:

Adult migrants with limited and/or interrupted formal educational
backgrounds, known as LESLLA learners, are at the heart of this study,
which focuses on adult late literacy education in Finland. LESLLA
learners are faced with the enormous challenge to simultaneously learn
oral language skills and first-time literacy skills in a second
language. Due to universal digitalization, LESLLA learners also need
digital skills to navigate daily life and learning contexts. This
study explored the role of technology in Finland’s LESLLA education by
examining teachers’ experiences and views (Article III). The findings
highlight the need for accessible digital devices and learning
platforms, calling for concurrent investment in innovative learning
technology design and user skill development. Employing participatory
design with LESLLA teachers, this research also included a usability
study to redesign a literacy support game app (Article IV). Teachers
proposed a LESLLA-specific customization, emphasizing the importance
of trauma sensitivity, reading comprehension, and integrated
vocabulary training. This study has implications for the design of
LESLLA-specific online learning environments. The findings further
accentuate the potential of target group–specific technology-mediated
learning and teaching for LESLLA education (Article I). This research
also raises awareness of LESLLA learners’ underrepresentation in
ethical research debates (Articles II & V). Certain participation
practices, such as written language use and the requirement for
informed consent, a lack of financial reimbursement or alternative
compensation, pose significant ethical dilemmas. The findings also
highlight the risk of default vulnerability labelling. Contextualizing
research ethics and acknowledging potential participants’ realities is
essential to advancing LESLLA learners’ inclusion in academic practice
and knowledge production.



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