Language and online identities:

Part B

P. Gruba
School of Languages and Linguistics
Faculty of Arts

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 Key readings
• BLACK, R. (2006). Language, Culture,
and Identity in Online Fanfiction. E-
Learning, 3(2), 170-184

• MERCHANT, G. (2006) Identity, Social

Networks and Online Communication.
E-Learning, 3(2),235-244

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 A case study: L2 / ELL in
fanfiction
• To continue to explore ‘language and
online identity’, let’s examine a case
study of an English language learner
(ELL) -- aka ESL student -- who writes
in the domain of fanfiction
• Theoretical frame: second language
and literacy acquisition that
highlights contextual nature of
language development
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 Case studies ...
• Provides an example of theory in
context
– Theory: Context, Debate, Principles
– Example (or ‘case’): History, context,
data gathering
– Data analysis: Emergent key themes
– Theory building: What is new here?
Contribution?
• I’m highlighting this point, and will do
so again later in the term, because 4
 Theory
• Little research on online media and
ELL youth
• But what role does popular culture
play in identity development and
literacy practices?
• Second language acquisition and
media studies
• Identity is a fluid construct
• Global effects
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 Identity and discourse
• SLA generally focused on individual
psycholinguistic processes
• Traditional acculturation theory posits
standard stages of development
• Now, theories are more fluid, more
contextual, more sociocultural
• Cultural, historical, institutional
factors shape, and interplay with,
identity
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 Gee ‘little-d / big-D’
discourse
• Gee examined video games, online
community
• little-d: language in use
• Big-D: Resources drawn from wider
society, including semiotic, material,
expressive
• Big-D: Reminds us how we use
language and text to index identities
• Using varying Big-D resources, we
can signal fluid memberships of our 7
 Fanfiction (FF, fanfic, fic)
• Check out a key site:
– http://www.fanfiction.net/
– ‘Unleash your imagination’
– In essence, extend published work in an
online environment and receive feedback
– Largely female writers
– Very popular
– Participation earn and staged,
incremental ...
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 Case study
• Shanghai 11 year old female
(Nanako) moved to Canada; little
English and few friends
• 2.5 years later, a popular writer in
English
• Data analysis: multi-layered,
grounded
• Thematic analysis relates to:
– Identity
– Language 9
 Building an online identity
• Dialogic resources and other factors
– In line with Bakhtin (1981), language use
is knowing how to participate socially
and muster a wide range of available
resources
– Nanako (the case study) mixes a range
of references to demonstrate fluency,
from Japanese anime to Western pop --
song stanza as referent
– Author’s Notes (direct address to reader)
assist in establishing identity 10
 Other factors ...
Linguistic and cultural hybrid
– Bases fiction in Japan, but blends in
references from Hong Kong and a
Chinese protagonist, then Mandarin and
English
Reader reviews
– Contribute to Nanako’s sense of dialogic
discourse
– Support, affirmation, accomplishment
Discussion and shifts in identity over 11
 Conclusion
• Gee (2001) -- those in power marshall
rules, laws, traditions to ascribe
certain social roles
• ELL may be ascribed to ‘deficit
models of cultural and linguistic
difference’
• Ascribed identities contrast to
achieved identities, actively
constructed and negotiated
• Dialogic negotiation may challenge 12
 Conclusions ...
• Nanako not constrained by ascribed
identities, thus she was able to
perform (‘enabled’) different aspects
of her identity
• Drew on linguistic, cultural resources
• Does the article raise questions about
ELL training? What about the role of
‘school’ and ‘non-school’ learning and
identities? (To what extent can such
sites be appropriated??) 13
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