An adolescent English learner's expression of self and identity through multiliteracy practices

Abstract

This qualitative case study explores an adolescent English learner’s (EL’s) expression of self and identity through multiliteracy practices on paper from an ecological perspective. The study follows Anni, a fourteen-year-old adolescent EL in an “Advancement via Individual Determination” elective class in a high school in the southeastern United States. Analysis of interviews, observations, researcher’s e-journals, and artifacts shows various aspects of the EL’s self that she chose to share with others, transformations related to the stage of adolescence and her status as an EL, and the role of a multiliteracy assignment in her expression of self and identity. The study makes suggestions for further research and describes implications for practice.