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data-login_uri="https://www.academia.edu/registrations/google_one_tap" data-moment_callback="onGoogleOneTapEvent" id="g_id_onload"></div><div class="ds-top-related-works--grid-container"><div class="ds-related-content--container ds-top-related-works--container"><h2 class="ds-related-content--heading">Related papers</h2><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="0" data-entity-id="98757022" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/98757022/Flamenbaum_Rachel_and_Rachel_George_2023_Digital_Literacies_In_Duranti_George_and_Conley_Riner_Eds_A_New_Companion_to_Linguistic_Anthropology_Wiley_Blackwell_pp_214_234">Flamenbaum, Rachel & Rachel George. 2023. 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Cyber speaking is not restricted only to online contexts but can also be stretched to offline contexts, as young people’s Facebooked, Twittered and hashtagged lives cross easily between different modes. This chapter includes a discussion of the notions of flows and locality, dealing in particular with the different conditions that afford or preclude forms of online engagement. Cyber-centric transglossia presents us with data which show inconsistency, disparity and uneven distribution of resources amongst young speakers. 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In an attempt to further our understanding of online multilingual linguistic practices in the context of educational telecollaboration, we examined a series of interactions taken from a larger online ethnography of a global community of English as a foreign language (EFL) educators. We describe and illustrate how, when, and why participants drew on their multilingual repertoires within a Facebook group, created by two EFL teachers for their students and where English served as the primary shared linguistic resource. Taking a computer-mediated discourse analytic approach to analyzing data that included a total of 1,206 posts and comments on the group's Facebook page, ethnographic interviews with the teachers, and online documents from their telecollaboration, we found that although this group was discursively constructed as an English-only zone by the teachers for their students to practice English, all participants—especially the teachers—eventually broke this rule, as they drew on both Spanish and Arabic for a variety of purposes, such as selecting an addressee, establishing solidarity, and modeling intercultural sensitivity.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"\" Thanks, shokran, gracias \" : Translingual practices in a Facebook group","attachmentId":55774801,"attachmentType":"pdf","work_url":"https://www.academia.edu/35895026/_Thanks_shokran_gracias_Translingual_practices_in_a_Facebook_group","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/35895026/_Thanks_shokran_gracias_Translingual_practices_in_a_Facebook_group"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="5" data-entity-id="35176520" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/35176520/Translingual_Literacies_in_a_Social_Media_Age_Lessons_Learned_from_Youths_Transnational_Communication_Online">Translingual Literacies in a Social Media Age: Lessons Learned from Youth's Transnational Communication Online</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="1275885" href="https://ucberkeley.academia.edu/JohnScott">John Scott</a><span>, </span><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2756407" href="https://independent.academia.edu/JoseLizarraga">Jose Lizarraga</a></div><p class="ds-related-work--abstract ds2-5-body-sm">This book chapter focuses on language, identity, and self-presentation in an online youth social networking project. We focus on the ways digital spaces blur and complicate more bounded notions of space and place, and consider the liminal, transgressive spaces through which young people online forge a sense of identity and form community with others. Drawing from analytics data mined from the Space2Cre8 site, interviews with students, and artifact analysis, we provide an ethnographic account of an exchange between students in an international school in Mexico and students at a small, parochial school in the Bay Area, many of whom were also Mexican. I contributed specifically to the section on student trolling practices on the network, which appear disruptive and antagonistic at first, but upon closer inspection, also seem to serve as a strategy for students to generate presence on the network, express understandings and interests, and forge relationships with distant others. The chapter also highlights some of the challenges that educators confront in trying to organize youth collaborations in networked environments.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Translingual Literacies in a Social Media Age: Lessons Learned from Youth's Transnational Communication Online","attachmentId":55037624,"attachmentType":"pdf","work_url":"https://www.academia.edu/35176520/Translingual_Literacies_in_a_Social_Media_Age_Lessons_Learned_from_Youths_Transnational_Communication_Online","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/35176520/Translingual_Literacies_in_a_Social_Media_Age_Lessons_Learned_from_Youths_Transnational_Communication_Online"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="6" data-entity-id="10763778" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/10763778/Multilingualism_and_multisemioticity_in_social_media">Multilingualism and multisemioticity in social media</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="165180" href="https://jyu.academia.edu/SirpaLepp%C3%A4nen">Sirpa Leppänen</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Multilingualism and multisemioticity in social media","attachmentId":36624119,"attachmentType":"pdf","work_url":"https://www.academia.edu/10763778/Multilingualism_and_multisemioticity_in_social_media","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/10763778/Multilingualism_and_multisemioticity_in_social_media"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="7" data-entity-id="35423860" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/35423860/Chen_S_2017_Review_of_Discourse_and_Identity_on_Facebook_by_Mariza_Georgalou_Linguistlist_org">Chen, S. (2017). Review of "Discourse and Identity on Facebook" by Mariza Georgalou. Linguistlist.org</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="27446411" href="https://ryerson.academia.edu/SiboChen">Sibo Chen</a></div><p class="ds-related-work--abstract ds2-5-body-sm">The growing popularity of computer mediated communication (CMC), as shown in mushrooming digital technologies available for the public, has brought a unique challenge for researchers: new, emerging online practices are taken for granted so quickly that when they have been sufficiently incorporated into teaching and research, a sense of datedness is almost inevitable. As such, the merit of CMC research often hinges on whether a study can " capture the moment ", revealing the deeper social-cultural dynamics that will exist beyond digital infrastructure. In this regard, " Discourse and identity on Facebook " offers an insightful exploration into online identity construction and performance. It adds another welcoming volume to the widely-circulated Bloomsbury Discourse Series. The central focus of the volume is how Facebook, as a vibrant socio-cultural arena, mediates online identity manifestations. Based on a detailed longitudinal online ethnography of five Greek Facebook users, it convincingly demonstrates the diversity and complexity of online identity formation.</p><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Chen, S. (2017). Review of \"Discourse and Identity on Facebook\" by Mariza Georgalou. Linguistlist.org","attachmentId":55284757,"attachmentType":"pdf","work_url":"https://www.academia.edu/35423860/Chen_S_2017_Review_of_Discourse_and_Identity_on_Facebook_by_Mariza_Georgalou_Linguistlist_org","alternativeTracking":true}"><span class="material-symbols-outlined" style="font-size: 18px" translate="no">download</span><span class="ds2-5-text-link__content">Download free PDF</span></button><a class="ds2-5-text-link ds2-5-text-link--inline js-wsj-grid-card-view-pdf" href="https://www.academia.edu/35423860/Chen_S_2017_Review_of_Discourse_and_Identity_on_Facebook_by_Mariza_Georgalou_Linguistlist_org"><span class="ds2-5-text-link__content">View PDF</span><span class="material-symbols-outlined" style="font-size: 18px" translate="no">chevron_right</span></a></div></div><div class="ds-related-work--container js-wsj-grid-card" data-collection-position="8" data-entity-id="49307736" data-sort-order="default"><a class="ds-related-work--title js-wsj-grid-card-title ds2-5-body-md ds2-5-body-link" href="https://www.academia.edu/49307736/English_language_and_social_media">English language and social media</a><div class="ds-related-work--metadata"><a class="js-wsj-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="24369612" href="https://open.academia.edu/CarolineTagg">Caroline Tagg</a></div><p class="ds-related-work--metadata ds2-5-body-xs">The Routledge Handbook of English Language and the Digital Humanities , 2020</p><p class="ds-related-work--abstract ds2-5-body-sm">Social media is transforming the ways in which people interact, maintain relationships and get things done through language and other communicative resources. The English language-as a global online lingua franca-plays a key role alongside other languages in the way people manage these transformations. Research into English language and social media can therefore shed light on what it means to be human in twenty-first century networked societies. Much of this research falls into the traditional remit of digital humanities, with researchers drawing on digital visualisation tools and large databases of digital data, thus illustrating how digital tools can transform our understanding of an object of study. 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L., & Black, R. W. (2011). Identity and Interaction in Internet-Mediated Contexts. In C. Higgins (ed.), Identity Formation in Globalizing Contexts (pp. 257-278). New York: Mouton de Gruyter.</a><div class="ds-related-work--metadata"><a class="js-related-work-grid-card-author ds2-5-body-sm ds2-5-body-link" data-author-id="2443648" href="https://pdx.academia.edu/StevenThorne">Steven L Thorne</a></div><div class="ds-related-work--ctas"><button class="ds2-5-text-link ds2-5-text-link--inline js-swp-download-button" data-signup-modal="{"location":"wsj-grid-card-download-pdf-modal","work_title":"Thorne, S. L., \u0026 Black, R. W. (2011). Identity and Interaction in Internet-Mediated Contexts. In C. Higgins (ed.), Identity Formation in Globalizing Contexts (pp. 257-278). 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