Published

2012-07-01

EFL Teenagers’ Social Identity Representation in a Virtual Learning Community on Facebook

Representación de la identidad social de los estudiantes adolescentes de inglés como lengua extranjera en una comunidad de aprendizaje virtual en Facebook

Keywords:

Dialogical representation, social identity, virtual community (en)
Comunidad virtual, identidad social, representación dialógica (es)

Downloads

Authors

  • Laura Verónica Jiménez Guamán Universidad Distrital Francisco José de Caldas

In this article I report the findings of a descriptive and interpretative qualitative study carried out in a public school in Bogotá, Colombia. The study aimed at analyzing, describing and exploring teenage students’ social identity representation as observed in their participation in a learning community on Facebook. Data were collected from eight active participants through artifacts and semi-structured interviews in the Dragster Virtual Community on Facebook. Data analysis illustrated that teenagers’ ways of expressing themselves are manifested in conversations and posts and these interactions portray and reflect their social identity inside the group. Their social representations are evaluated, accepted, or denied by the other members in the asynchronous group.

En este artículo reportamos los resultados de un estudio cualitativo, descriptivo e interpretativo llevado a cabo en una escuela pública en Bogotá, Colombia. El objetivo fue analizar, describir y explorar la representación de la identidad social de los estudiantes adolescentes de inglés como lengua extranjera, observando su participación en una comunidad de aprendizaje en Facebook. Los datos de ocho participantes activos fueron recolectados a través de artefactos y entrevistas semi-estructuradas en la comunidad virtual Dragster, en Facebook. El análisis de los datos muestra que las expresiones que los adolescentes usan en las conversaciones y en los diferentes tipos de publicaciones reflejan su identidad social dentro del grupo. Sus representaciones sociales son evaluadas, aceptadas o rechazadas por los demás miembros del grupo asincrónico.

Downloads

Download data is not yet available.

References

Ashmore, R. D. (1997). Self and identity, me’s and we’s: Forms and functions of social identities. New York, NY: Oxford University Press.

Baird, A. (2010, March 16). In teen music choices, anxiety rules. Scientific American, 18(51). Retrieved from www.scientificamerican.com/article.cfm?id=in-teen-music-choices-fear-rules

Boone, J. E., Gordon-Larsen, P., Adair, L. S., & Popkin, B. M. (2007) Screen time and physical activity during adolescence: Longitudinal effects on obesity in young adulthood. International Journal of Behavioral Nutrition and Physical Activity, 4(1), 26-35.

Burns, A. (2005). Collaborative action research for English language teachers. Cambridge: Cambridge University Press.

Burkitt, I. (1991). Social selves: Theories of social formation of personality. Curriculum Social, 39(3), 1-215.

Castells, M. (2001). The Internet galaxy. Location: Oxford University Press.

Colegio Nacional Nicolás Esguerra. (2011). Plan Educativo Institucional - PEI. Manual de Convivencia del Colegio. Bogotá: Consejo Directivo del Colegio Nacional Nicolás Esguerra.

Deaux, K., & Philogène, G. (2001). Representation of the social. Oxford: Blackwell Publisher.

Dey, I. (1999). Grounding grounded theory. London: Academic Press.

Domínguez, D., Beaulieu, A., Estalella, A., Gómez, E., Schnettler, B., & Read, R. (2007). Virtual ethnography. Forum Qualitative Sozialforschung/Forum: Qualitative Social Research, 8(3). Retrieved from http://www.qualitative-research.net/index.php/fqs/issue/view/8

Freeman, M. A., & Capper, J. M. (1999). Educational innovation: Hype, heresies and hopes. Asynchronous Learning Networks Magazine, 3(2). Retrieved from http://sloanconsortium.org/alnweb/magazine/maga_v3_i2.htm

Garrison, D. R., & Anderson, T. (2005). E-learning in the 21st century: A framework for research and practice. New York, NY: Routledge Falmer.

Harasim, L., Hiltz, S., Teles, L., & Turoff, M. (1996). Learning networks: A field guide to teaching and learning online. The Computing Teacher, 22(5), 66-99.

Hine, C. (2000). Virtual ethnography. London: Sage.

Hinkel, E. (2011). Handbook of research in second language teaching and learning (2nd ed.). New York, NY: Routledge.

Hopkins, D. (2002). A teacher’s guide to classroom research. Maidenhood: Open University Press.

Hyland, K. (2002). Teaching and researching writing. London: Pearson Education.

Jørgensen, M., & Phillips, L. (2002). Analysis as a theory and method. London: Sage.

Jenkins, R. (2008). Social identity (3rd ed.). Abingdon, Oxon: Routledge.

Kanno, Y., & Norton, B. (2003). Imagined communities and educational possibilities. Journal of Language Identity and Education, 2(4), 241-249.

Lenhart, A., Madden, M., & Hitlin, P. (2005). Teens and technology: Youth are leading the transition to a fully wired and mobile nation. Retrieved from www.pewinternet.org/~/media/Files/Reports/2005/PIP_Teens_Tech_July2005web.pdf.pdf

Merriam, S. (1998). Qualitative research and case study applications in education. San Francisco, CA: Jossey-Bass Publishers.

Norton, B. (1997). Language, identity and the ownership of English. TESOL Quarterly, 31(1), 409-429.

Norton, B. (2000). Identity and language learning: Gender, ethnicity and educational change. Harlow, England: Longman Education.

Palloff, R., & Pratt, K. (2007). Building online learning communities: Effective strategies for the virtual classroom (2nd ed.). San Francisco, CA: Jossey-Bass.

Riley, P. (2007). Language, culture and identity: An ethnolinguistic perspective. New York, NY: Continuum.

Strickland, S., & Capodilupo, G. (2002). Musical Preferences. Iceberg. Retrieved from https://wesfiles.wesleyan.edu/courses/musc108/2002FaFin/Mag/articles/features/preferences.html

Tajfel, H. (2010). Social identity and intergroup relations. New York, NY: Cambridge University Press.

Tarrant, M., North, A. C., & Hargreaves, D. J. (2000). English and American adolescents’ reasons for listening to music. Psychology of Music, 28(1), 166-173.

Weedon, C. (1987) Feminist practice and poststructuralist theory. Oxford: Blackwell Publishers.