Article: Transformed framings on Facebook: students' diverse linguistic repertoires in the context of practicing English as a second language Journal: International Journal of Social Media and Interactive Learning Environments (IJSMILE) 2015 Vol.3 No.3 pp.200 - 218 Abstract: The aim of this case study is to develop knowledge of social media as spaces for practicing mundane communication in a second language. A Facebook group was implemented, as part of English as a second language learning in secondary school classes, in Colombia, Finland and Sweden. Analytically, the study draws on sociocultural perspectives on learning, and adopts the concepts of framing and carnival. The results show that the students continuously re-frame the communication by using diverse linguistic repertoires. The students orient towards primary frameworks of second language learning but the framing of the communication is also transformed or keyed in line with their out-of-school social media vernacular into a kind of socialisation or carnivalesque mundane chatting. By reflecting on evolving social literacy practices and reconsidering traditional institutional language learning perspectives, social media interactions are considered to enable the students to practice a communication of their everyday vernacular in a second language. Inderscience Publishers - linking academia, business and industry through research

Title: Transformed framings on Facebook: students' diverse linguistic repertoires in the context of practicing English as a second language

Authors: Annika Lantz-Andersson

Addresses: Department of Education, Communication and Learning, University of Gothenburg, Box 300, Gothenburg SE405 30, Sweden

Abstract: The aim of this case study is to develop knowledge of social media as spaces for practicing mundane communication in a second language. A Facebook group was implemented, as part of English as a second language learning in secondary school classes, in Colombia, Finland and Sweden. Analytically, the study draws on sociocultural perspectives on learning, and adopts the concepts of framing and carnival. The results show that the students continuously re-frame the communication by using diverse linguistic repertoires. The students orient towards primary frameworks of second language learning but the framing of the communication is also transformed or keyed in line with their out-of-school social media vernacular into a kind of socialisation or carnivalesque mundane chatting. By reflecting on evolving social literacy practices and reconsidering traditional institutional language learning perspectives, social media interactions are considered to enable the students to practice a communication of their everyday vernacular in a second language.

Keywords: social media; English as a second language; framing; primary frameworks; keying; Goffman; carnival; Bakhtin; Facebook; linguistic repertoires; evolving literacies; case study; interactive learning environments; language learning; secondary education; Colombia; Finland; Sweden; communication practice; e-learning; electronic learning; online learning.

DOI: 10.1504/IJSMILE.2015.072299

International Journal of Social Media and Interactive Learning Environments, 2015 Vol.3 No.3, pp.200 - 218

Received: 20 Dec 2014
Accepted: 27 Mar 2015
Published online: 08 Oct 2015 *

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Title: Transformed framings on Facebook: students' diverse linguistic repertoires in the context of practicing English as a second language

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