Exploring the intersection of bi-cultural identity, social networking and a multiliteracies pedagogy on English language learning

Abstract

The aim of this qualitative research study was to examine the construction of adolescents’ bi-cultural identities through an exploration of their social practices on the social networking site, Ning. Specifically, I ask: what is the impact of participating on a social networking site (SNS) on (1) the language and literacy skills of grade six English Language Learners (ELLs)?; (2) the development of ELLs’ bi-cultural identities?; (3) social presence for ELLs in the classroom learning community? The collaboration witnessed in the classroom as a result of the digital tools, and the implementation of a multimodal platform for students to perform their identities and to connect with one another ultimately had a positive impact for the ELLs. These students made gains in their language and literacy skills, sense of bi-cultural identities and in their social presence in the classroom.