English Language Learner's Literacy and Idnetiy Work in Online Spaces
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Based on the data from a two-year-long ethnographic study, this article examines literate and social practices of an adolescent English language learner (ELL) who is participating in a Korean popular culture (K-Pop) online fan site called Soompi.com. Drawing upon the theoretical strands within New Literacy Studies and Multimodality, this article describes how new technologies and popular culture provide the ELL youth with opportunities to develop her English language and literacy skills and to enact various identities. Findings reveal that through her participation in the activities on Soompi.com, she integrates multiple forms of modes, media, and languages to create and remix her work in purposeful ways, challenging the traditional print-based monolingual literacy, makes global social connections, and constructs multiple social identities. Based on the aspects of the youth’s digital literacy practices, this study suggests some ways that language and literacy teachers can use to better meet students’ needs and to make their classrooms motivating and interactive learning communities.
Abstract
Based on the data from a two-year-long ethnographic study, this article examines literate and social practices of an adolescent English language learner (ELL) who is participating in a Korean popular culture (K-Pop) online fan site called Soompi.com. Drawing upon the theoretical strands within New Literacy Studies and Multimodality, this article describes how new technologies and popular culture provide the ELL youth with opportunities to develop her English language and literacy skills and to enact various identities. Findings reveal that through her participation in the activities on Soompi.com, she integrates multiple forms of modes, media, and languages to create and remix her work in purposeful ways, challenging the traditional print-based monolingual literacy, makes global social connections, and constructs multiple social identities. Based on the aspects of the youth’s digital literacy practices, this study suggests some ways that language and literacy teachers can use to better meet students’ needs and to make their classrooms motivating and interactive learning communities.
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