6533b831fe1ef96bd1298f16
RESEARCH PRODUCT
Learners’ identifies at stake: Digital identity texts in the ELF classroom
María Dolores García-pastorsubject
Linguistics and Languagemedia_common.quotation_subjectEFL teaching and learning; identity; position; identity texts; digital discoursesLanguage and LinguisticsDigital identitypositionEFL teaching and learninglcsh:PC1-5498Identity (philosophy)lcsh:Romanic languagesSociologydigital discourseslcsh:LHumanitiesidentityidentity textslcsh:Educationmedia_commondescription
Author/s María Dolores García-Pastor GIEL – Universitat de València, Spain ABSTRACT This paper focuses on the study of identity in digital identity texts produced by English as a foreign language (EFL) learners within a specific subject of the Teacher in Primary Education (English) degree at a Spanish university. To this end, 51 digital identity texts were analysed following a “positioning perspective”, which views identity in terms of “reflexive” and “interactive” positions (Davies & Harré 1990). Results show that learners constructed non-unitary identities whose subject positions were often contradictory. They also associated certain positions with silencing identities, transition identities and identities of competence within the reflexive and interactive categories (cf. Norton & Toohey 2011, Manyak 2004), while ascribing others to their viewers interactively. In general, students discursively presented themselves as competent actors through diverse semiotic and linguistic resources they deployed in an affective narrative style characteristic of some forms of digital communication (Jones & Hafner 2012, Page 2012).
| year | journal | country | edition | language |
|---|---|---|---|---|
| 2018-12-01 |