Doing Being on Social Media: "pls like, comment, and subscribe!"

Autor/in	Signe Hannibal Jensen
Titel	Doing Being on Social Media: "pls like, comment, and subscribe!"
Quelle	In: CALICO Journal, 41 (2024) 1, S. 25-47Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0742-7778
Schlagwörter	Forschungsbericht; Foreign Countries; Social Media; English (Second Language); Second Language Learning; Language Skills; English Language Learners; Digital Literacy; Social Networks; Handheld Devices; Telecommunications; Technology Uses in Education; Video Technology; Critical Thinking; Learner Engagement; Early Adolescents; Socialization; Denmark + Suchen Sie Ihr Suchwort? Ausland; Soziale Medien; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Language skill; Sprachkompetenz; Social network; Soziales Netzwerk; Telekommunikationstechnik; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Kritisches Denken; Socialisation; Sozialisation; Dänemark
Abstract	The present study set in Denmark explores how social media use may help to facilitate English as a second language (L2) development by means of social media literacy socialization. The data consisted of English language Ariana Grande (AG) fan TikToks made over the course of a year by a Danish girl, aged 11-12, and semi-structured interviews. Findings show that through the participant's focus on creating a popular fan persona, she was socialized into the fan community and thereby encountered affordances for language learning and opportunities to develop her critical and digital social media skills. She communicated in English daily with fellow fans, sought English language information related to content and editing, developed a growing awareness of the language conventions in the space, and was very invested in her engagement (Norton, 2013). The study also showed that while the focus on obtaining a popular identity guided much of the participant's engagement and thereby provided language learning affordances, it eventually resulted in a decrease in her postings and, by extension, in fewer learning opportunities. Implications for the L2 classroom are suggested. (As Provided).
Anmerkungen	Equinox Publishing Ltd. Office 415, The Workstation, 15 Paternoster Row, Sheffield, S1 2BX, UK. Tel: +44-114-221-0285; Fax: +44-114-279-6522; e-mail: journals@equinoxpub.com; Web site: https://journals.equinoxpub.com/index.php/CALICO/
Begutachtung	Peer reviewed
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2025/2/04