Crossing Cultural Borders through Ning

Autor/inn/en	Eamer, Allyson; Hughes, Janette; Morrison, Laura Jane
Titel	Crossing Cultural Borders through Ning
Quelle	In: Multicultural Education Review, 6 (2014) 1, S.49-78 (30 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2005-615X
Schlagwörter	Mixed Methods Research; Social Networks; Adolescents; Biculturalism; Barriers; Communities of Practice; Self Concept; Multimedia Materials; Foreign Countries; Multiple Literacies; Teaching Methods; Urban Areas; Grade 6; English (Second Language); Second Language Learning; Interviews; Student Attitudes; Discourse Analysis; Poetry; Case Studies; Social Media; Telecommunications; Handheld Devices; Canada + Suchen Sie Ihr Suchwort? Social network; Soziales Netzwerk; Adolescent; Adolescence; Adoleszenz; Jugend; Jugendalter; Jugendlicher; Bikulturalität; Community; Selbstkonzept; Ausland; Teaching method; Lehrmethode; Unterrichtsmethode; Urban area; Stadtregion; School year 06; 6. Schuljahr; Schuljahr 06; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Interviewing; Interviewtechnik; Schülerverhalten; Diskursanalyse; Lyrik; Poesie; Case study; Fallstudie; Case Study; Soziale Medien; Telekommunikationstechnik; Kanada
Abstract	The aim of this mixed methods 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. More specifically, we ask: (1) how are new Canadian and first-generation adolescents' bi-cultural identities shaped and performed as they use multimedia and social networking tools in their classroom; and (2) how can social networking tools help students cross cultural barriers and build strong communities of practice. In this paper, we share the findings of this research that examines how seventy-seven 11-12 year old students explored, negotiated and presented their bi-cultural identities while using a social networking site with their peers and teachers, and how this process contributed to the creation of a strong community of practice. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01