La construcción de la identidad social de estudiantes de inglés como lengua a través de actividades de literacidad en un ambiente de aprendizaje virtual.

Abstract

This descriptive and interpretative qualitative research study was carried out in public school in Bogotá. It explores the way in which EFL ninth grade students construct their social identity in an online learning environment through literacy activities and describes EFL students’ participation in it. Following grounded theory procedures for data collection and analysis, data were collected from students’ artifacts, semi-structured interviews and teacher field notes from the online learning environment. The findings reveal multiliteracies as a paramount channel in students’ social identity construction and students´ writing and reading EFL skills enhanced through students´ portrayal of themselves in their blog profile and in the interactions with their classmates. Students used multimedia applications such as avatars, images, pictures, comics and videos to depict themselves. They captured notable meaning making representations of the surrounding world within the online group through the participation in the forums.