A strength-based approach to teaching digital literacies can advance language education for adults from refugee and migrant backgrounds, preparing them for life in a new country. This article draws on a 6-month ethnographic study at an adult English language center in Australia and explores teachers’ perspectives and practices related to teaching digital literacies to understand how prepared they are to employ learners’ own resources. Using sociomaterial theory, this research found that English as an Additional Language (EAL) teachers’ narratives about learners focused on what they lacked rather than what they brought to learning. It also found that while teaching practices utilized some strength-based pedagogical principles, the teachers viewed their work as being deficient. They did not always recognize their agential power nor did they overtly understand that the technology itself afforded this power. The article concludes with implications for EAL practice and professional learning of teachers who work in the adult sector.

以力量为基础的数字素养教学方法可以促进来自难民和移民背景的成年人的语言教育，为他们在新国家的生活做准备。本文基于在澳大利亚一个成人英语语言中心进行的为期6个月的人种志研究，并探讨了教师在教授数字素养方面的观点和做法，以了解他们如何充分利用学习者自己的资源。运用社会材料理论，这项研究发现英语作为一种额外的语言（EAL）教师对学习者的叙述集中于他们所缺乏的东西，而不是他们带来的学习知识。研究还发现，尽管教学实践利用了一些基于力量的教学原则，但教师们认为他们的工作是有缺陷的。他们并不总是意识到自己的代理权，也不是很清楚地知道技术本身提供了这种权力。本文的结尾对成人行业教师的EAL练习和专业学习产生了影响。