Abstract

This qualitative case study explores an adolescent English learner’s (EL’s) expression of self and identity through multiliteracy practices on paper from an ecological perspective. The study follows Anni, a fourteen-year-old adolescent EL in an “Advancement via Individual Determination” elective class in a high school in the southeastern United States. Analysis of interviews, observations, researcher’s e-journals, and artifacts shows various aspects of the EL’s self that she chose to share with others, transformations related to the stage of adolescence and her status as an EL, and the role of a multiliteracy assignment in her expression of self and identity. The study makes suggestions for further research and describes implications for practice.

摘要

该定性案例研究从生态学角度通过纸上的多语言实践探索了青少年英语学习者（EL）的自我和身份表达。这项研究是在美国东南部一所高中的14岁青少年EL Anni参加的“通过个人决定取得进步”选修课中进行的。对访谈，观察，研究人员的电子期刊和人工制品的分析显示，她选择与他人分享的EL自我的各个方面，与青春期阶段有关的转变以及她作为EL的地位，以及多才多艺的任务在她对自我和身份的表达。该研究为进一步研究提出了建议，并描述了对实践的启示。