Read, Timothy MartinSedano Cuevas, BeatrizBárcena Madera, María Elena2024-08-302024-08-302021-05-28Read T, Sedano B, Barcena E (2021) Inclusive Language MOOCs. JUCS - Journal of Universal Computer Science 27(5): 437-449. https://doi.org/10.3897/jucs.679320948-6968https://doi.org/10.3897/jucs.67932https://hdl.handle.net/20.500.14468/23590The registered version of this article, first published in JUCS - Journal of Universal Computer Science, is available online at the publisher's website: EDITOR, https://doi.org/10.3897/jucs.67932La versión registrada de este artículo, publicado por primera vez en JUCS - Journal of Universal Computer Science, está disponible en línea en el sitio web del editor: EDITOR, https://doi.org/10.3897/jucs.67932This article discusses the application of MOOCs for refugees and migrants in order to help these groups of people develop the language competences and transverse skills which they require to improve their level of social inclusion and possibilities in the labour market, and/or access higher education in the country in which they find themselves or plan to go. Specifically, this research focuses on the way in which Language MOOCs (or LMOOCs [Martín-Monje, Barcena, 2014]) deploy on mobile devices [Read, Barcena 2015] can effectively and advantageously be used by displaced people. The study reported here outlines the design of two LMOOCs of Spanish for immediate needs, based on a previous needs analysis, developed by the ATLAS research group in collaboration with NGOs and refugee support associations in Spain.eninfo:eu-repo/semantics/openAccess57 LingüísticaartículoLMOOCssocial inclusiondisplaced people