Digital Literacy and Identity Formation in 21st Century Classrooms: Implications for Second Language Development

Lavern Byfield ,Crystal Shelby-Caffey ,Heidi R Bacon ,Xiang Shen

doi:10.7575/aiac.ijalel.v.5n.1p.39

Abstract

As technology is increasingly adapted for educational purposes, previous research has confirmed the impact of technology on English learners’ (ELs’) literacy development. Given the increased attention to self-based studies in second language acquisition, this paper explores how ELs are motivated to learn a second language by pursuing the imagined selves, investing in the target culture, and negotiating identities in digitally mediated contexts. The motivational capacity of identity is discussed from cognitive/psychological, social/psychological, and sociocultural perspectives. Pedagogical implications about the use of technology to facilitate L2 literacy development are discussed.

Highlights

As English is developing as the lingua franca, there is a simultaneous proliferation in new information and communication technologies (ICTs)
English as lingua franca refers to communications in English by speakers whose native language is other than English (Seidlhofer, 2005)
Categorizations are more about group rather than individual differences, and they often serve as gatekeepers that limit and constrain individuals’ imagined futures (Kanno & Norton, 2003; Moje & Luke, 2009; Norton & Pavlenko, 2004; Norton & Toohey, 2011)

Summary

Introduction

As English is developing as the lingua franca, there is a simultaneous proliferation in new information and communication technologies (ICTs). S. classrooms and limited access to resources (for many students), we discuss the impact ICTs may have on ELs’ identity formation and motivation to learn a second language. Duff (2012) makes clear that in the field of second language acquisition (SLA), descriptors and labels of difference have “foregrounded” certain aspects of ELs’ lives, abilities, and identities There is a need for empirical research that examines identity formation, motivation to learn a second language, and digital literacy in 21st century classrooms. ELs negotiate their identities and reposition themselves in learning communities in order to gain access to capital and other resources. Duff (2012) maintains that “those who typically feel the most control over their lives, choices, and circumstances have the power—the human, social, or cultural capital and ability—they need to succeed” (p. 417)

How is Identity Related to SLA?

What does it mean to be literate in the 21st century?

How is SLA mediated as ELs negotiate participation in digital spaces?