Embracing social media for educational linguistic activities

Abstract

This case study explores the implications of utilising social media as part of specific linguistic activities of language learning that comprise the practice of mundane communication. As part of an international collaboration project, closed Facebook groups were formed in secondary school classes in Colombia, Finland, Sweden and Taiwan. The results imply that the interactions were framed as social connections before an audience. The students’ authorship was characterised by both educational language customs and digital vernacular derived from online communication conventions.

Keywords

• Social Media
• Linguistic Activities
• Framing
• Facebook
• SocialMedia
• LinguisticActivities