Catalan Teenagers’ Identity, Literacy and Language Practices on YouTube

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Vazquez-Calvo, Elf, Gewerc - 2020_postprint.pdf (382.94 KB)
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URI: http://hdl.handle.net/10347/32125
ISBN: 978-3-030-34211-1
ISBN: 978-3-030-34212-8
DOI: 10.1007/978-3-030-34212-8_10

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2020

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Palgrave Macmillan
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This chapter addresses the interconnection between identity building and the use and learning of language and literacy online. We will do so through a case study that investigates the specifics of three Catalan teenage language users and learners who use YouTube as a multimodal space of confluence for making meaning. We will particularly address three research questions: 1. How do teenage language users and learners in Catalonia appropriate YouTube? 2. What means of performing identity do teenagers in Catalonia employ on YouTube? 3. How do teenagers in Catalonia as youtubers develop such means of identity representation and performance in relation to language and literacy practices?

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Catalan teenagers| Identity| Literacy| Language practices| Youtube

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Vazquez-Calvo, B., Elf, N., Gewerc, A. (2020). Catalan Teenagers’ Identity, Literacy and Language Practices on YouTube. In: Freiermuth, M.R., Zarrinabadi, N. (eds) Technology and the Psychology of Second Language Learners and Users. New Language Learning and Teaching Environments. Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-030-34212-8_10

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This research was supported in part by a postdoctoral grant from the autonomous government of Galicia (Xunta de Galicia, Spain) awarded to Boris Vazquez-Calvo (ED481B 2017/007). This research was also supported by the research project ForVid (Ministry of Science, Innovation and Universities—National Research Agency, Spain: Video as a language learning format in and outside schools, RTI2018-100790-B-I00). There is also collaboration with the research project CDEPI (FEDER/Ministry of Science, Innovation and Universities—National Research Agency, Spain: Competencia digital y e-inclusión del alumnado de educación primaria de Galicia: el papel de la escuela, la familia y el entorno próximo, EDU2015-67975-C3-1-P).

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© The Authors 2020

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Pedagoxía e Didáctica