Creating a Unique Transnational Place: Deterritorialized Discourse and the Blending of Time and Space in Online Social Media

Christiansen, M. Sidury

doi:10.1177/0741088317693996

Cited by 18 publications

(14 citation statements)

References 29 publications

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“…However, unlike other studies, the chronotopes are not necessarily nation-bound or different from one another. They can be deterritorialized (Christiansen, 2017), multiple, and multidimensional and contribute to language development and a multifaceted identity. We investigate the role language plays in constructing chronotopes when the data are not derived primarily from social media dialogues but from participants' internal imaginings and memories of these transnational spaces prompted by social media.…”

Section: Transnationalism and Digital Literaciesmentioning

confidence: 99%

“…The work of Karimzad and others suggest that transnationals construct identities through multiple chronotopes as a means to explain their migration experience. Likewise, Christiansen (2017) explored how a transnational social network of bilingual Mexicans who live in Chicago and Michoacán manipulate different forms of language on social media (Facebook) to craft transnational chronotopes. They co‐constructed (a)synchronously shared experiences that blended multiple times and spaces to signal a sense of proximity and co‐participation in familiar activities.…”

Section: Conceptual Frameworkmentioning

confidence: 99%

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Transnational Mexican Youth Negotiating Languages, Identities, and Cultures Online: A Chronotopic Lens

Lam

Christiansen

2022

TESOL Quarterly

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This article presents a case study with two transnational Mexican youth that came from a larger study of the digital media practices of young people in an urban high school. Our study takes a chronotopic (Bakhtin, 1981) lens to understand the youths' accounts of their digital communication. Analysis of interviews and observations with the youth when they described their online activities show that the youth employed digital literacies to vicariously "live" experiences and keep up with life away from their families in Mexico. The youth situated their activities in three distinct but dialogical chronotopes (family, hometown, and transborder) to create transnational connections and make sense of who they are. They drew on digital artifacts to narrate themselves, developed familial, cultural, and political knowledge, and expanded their linguistic repertoires in the process. The findings have implications for TESOL classrooms that seek to build on the border-crossing experiences and linguistic and multimodal resources of young people in their learning. We discuss how youths' digital practices and embedded artifacts serve to construct multiple contexts and vantage points for developing their transnational identities and knowledge, and how these practices could be recognized as agentic forms of narrative production and learning in the classroom.

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Section: Transnationalism and Digital Literaciesmentioning

confidence: 99%

Section: Conceptual Frameworkmentioning

confidence: 99%

Transnational Mexican Youth Negotiating Languages, Identities, and Cultures Online: A Chronotopic Lens

Lam

Christiansen

2022

TESOL Quarterly

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“…ствами, что значительно расширяет ее возможности: благодаря современным информационным технологиям и компьютеризации можно поддерживать общение в любой точке мира. Поддержание общения с близкими в социальных сетях на большом расстоянии друг от друга позволяет создать пространство коммуникации, лишенное признаков территориальности, что позволяет сохранять свою культурную идентичность, находясь даже в другой стране (Cristiansen, 2017). Также расширяется возможность поиска в социальных сетях собеседников, поддерживающих определенный круг интересов, с дальнейшим перенесением общения из медиареальности в реальность.…”

Section: межличностная коммуникация в условиях медиареальностиunclassified

Particularities of Mass, Interpersonal and Mass Self-Communication in Modern Media Reality

Korobova¹

2017

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In the article features of mass, interpersonal and mass self-communication in conditions of media reality are considered. The author analyzed changes in the key characteristics of interpersonal and mass communication, which make possible their existence in the virtual world. Mass self-communication, which arose in conditions of media reality and possesses both signs of interpersonal and mass communication, is considered: interpersonal communication expands its capabilities through technical mediation, mass communication becomes personalized and interacts with its audience, competing with content created by users. It was considered mass selfcommunication, which arose in conditions of media reality and possesses both signs of interpersonal and mass communication. Mass self-communication involves the creation of users a virtual image, having the status of a reliable source of information and information messages, which become the main source of information for a mass audience.

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“…När läsande och skrivande förstås som situerade sociala processer uppmärksammas kontexten och hur denna på olika sätt påverkar processerna (Spilioti, 2017). Digital teknologi kan erbjuda nyanlända elever ett utrymme för meningsskapande som tidigare inte funnits (Baran, 2018;Christiansen, 2017). I avhandlingen studeras produktionsnivån med fokus på skriftliga textaktiviteter, som en del av elevers meningsskapande, genom observationer av undervisning och analyser av elevtexter.…”

Section: Inledningunclassified

“…Understanding reading and writing as situated social processes requires particular attention to the context and how this affects the processes in different ways (Spilioti, 2017). Digital technology can offer newly arrived students a space for meaning-making that previously did not exist (Baran, 2018;Christiansen, 2017). In this thesis, the production level is studied with a focus on written text activities, as part of students' meaning-making, through observations of teaching and analysis of student texts.…”

Section: Introductionmentioning

confidence: 99%

Utforskande meningsskapande i sva-undervisning via digital teknik : en etnografisk fallstudie om nyanlända elevers digitala meningsskapande i svenska som andraspråk

Knorring¹

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An important issue in teaching and research is how newly arrived students best can develop their linguistic resources in learning. The overall aim of the dissertation is to contribute with in-depth knowledge of the context for newly arrived primary school students' digital meaning-making in Swedish as a second language (SSL) when the subject is studied in parallel with Swedish. The context includes the orchestration and content of the teaching, resources for meaning-making, reading and writing processes, and texts; all aspects are essential for the students' scope for meaning-making. This dissertation contains four articles, each aiming to answer the over-arching research questions. I have chosen to divide the context of newly arrived primary school students' digital meaning-making into three levels: conceptual, didactic, and production level. The levels are three different layers rather than a hierarchical system; the levels interact with each other and can move upwards or downwards in the system. The first level, which I chose to call conceptual, concerns teachers' experiences teaching newly arrived students with digital technology in Swedish. Through fieldwork and interviews, I study how teachers manage linguistic complexity involving increasingly digitized teaching. I investigate how teachers' reason whether digital technology can support or hinder learning Swedish as a second language. Here, I focus on the teachers' experiences and perceptions of using technology to help newly arrived students' learning. The second level-the didactic level -focuses on teaching with digital tools and how digital technology affects the organization of teaching in the classroom. How linguistic and spatial boundaries are challenged and handled in teaching with digital technology is studied through observations of teaching. I explore how teachers' teaching orchestration contributes to newly arrived students' opportunities for digital meaning-making, how teachers scaffold newly arrived pupils' digital text activities, and how the teachers use the students: multilingual resources. The third level, the production level, focuses the context surrounding students' text creation and agency in the writing process. In the dissertation, the production level is studied via written text activities, as part of students' meaning-making. I have observed teachers' writing instructions and analysed student texts to explore how newly arrived students create meaning, communicate, and express thehemselves with digital technology and how they can use their multilingual potential in digital writing within different text types. types. This thesis takes its point of departure in sociocultural perspectives that are an overarching term for several closely related human learning (Vygotsky, 1978). By studying how people use tools or tools to understand, act and interact in the outside world and how people adopt, or appropriate, the mediating tools, it is possible to approach how people learn (Salji:i, 2020). Language is a mediating tool, a dynamic and constantly evolving sign system that interacts with other forms of expression (Saljo, 2020). The thesis also has a multimodal perspective (Kress & Van Leeuwen, 2006; Selander, 2017). Multimodality focuses on the different symbols people use to communicate with each other and express themselves (Kress, 2009). Different modalities can give room for multilingual ways of expression. In the thesis, I study how students use modalities in digital meaning-making processes and how students and teachers interpret and get involved in meaning-making. In analyzing students' digital meaning- making and their digital compositions, it is essential to notice how different modalities can contribute to how students use their multilingual palette. The overall methodological approach in the thesis is an ethnographic case study. I chose the case study approach to capture the complexity and activities of a school subject (Cohen, Manion, & Morrison, 2011, p. 128). Inspired by Yin (2009), I intended to create broad empirical material to understand and analyze the context of newly arrived primary school students' digital meaning-making in SSL. Levy and Moore (2018) argue for qualitative methods to investigate how language teaching uses technology. Through qualitative research, learning processes can be studied moment by moment via the alternating use of an outside and an inside perspective. The thesis's most important results are that teachers had an inclusion focus on digital technology, where newly arrived students, together with teachers and other classmates, explored digital meaning-making through multilingualism and translanguaging. However, multilingual components were nothing the newly arrived students could build on in digitally mediated narrative and retelling texts. One of the main contributions of the thesis is how it empirically visualized the context for newly arrived primary school students as well as opportunities and limitations in digital text activities in the Swedish subject. The study results contribute to developing teaching with a multilingual perspective regarding how technology is used, the orchestration of educati9n, and how students are scaffolded.

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Creating a Unique Transnational Place: Deterritorialized Discourse and the Blending of Time and Space in Online Social Media

Cited by 18 publications

References 29 publications

Transnational Mexican Youth Negotiating Languages, Identities, and Cultures Online: A Chronotopic Lens

Transnational Mexican Youth Negotiating Languages, Identities, and Cultures Online: A Chronotopic Lens

Particularities of Mass, Interpersonal and Mass Self-Communication in Modern Media Reality

Utforskande meningsskapande i sva-undervisning via digital teknik : en etnografisk fallstudie om nyanlända elevers digitala meningsskapande i svenska som andraspråk

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