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Studies indicate that refugee children’s linguistic and technological abilities develop faster than their parents (Larotta & Yamamura, 2011), resulting in a language and technological gap between parents and their children (Huang & La, 2022). In resettled refugee families, basic literacy levels make it challenging for parents to acquire English language skills, limiting their ability to actively participate in their children’s academic progress. The increasing reliance on technology in English-medium classrooms further complicates this issue, as parents with limited English language skills must navigate digital tools to support their children’s academic progress. Using Vygotsky’s Sociocultural theory, this qualitative study explored three questions regarding English and digital literacy practices within Congolese refugee families, and how their practices contribute to the children’s academic progress. Findings revealed that parents with intermediate English proficiency levels did not possess basic digital literacy skills and thus were not more effective in supporting their children’s academic progress. Additionally, digital intergenerational learning was infrequent within the homes, as parents believed they possessed better digital skills and knowledge than their children. Yet, children’s technological skills, primarily developed through immersion in the public school system, were more advanced than those of their parents. Parents lacked a clear understanding of the technological expectations set by the school system, and relied on at least one conceptual innovation, such as Google Translate, to help navigate their children’s education experiences. This gap presents valuable opportunities for intergenerational learning in the home, with the dyad collaborating to improve their digital skills together. Findings are discussed in relation to current research and Vygotsky’s Socio-cultural theory of development.