東華大學圖書館 |

Language: English

Help

回圖書館首頁

手機版館藏查詢

Back

Switch To: Labeled | MARC Mode | ISBD

The Digital Literacy Practices of Tr...

Mendoza-Fierro, Laura Enriqueta.

Linked to FindBook

Google Book

Amazon

博客來

The Digital Literacy Practices of Transfronterizx ESOL College Students: Los De ESOL.

Record Type:	Electronic resources : Monograph/item
Title/Author:	The Digital Literacy Practices of Transfronterizx ESOL College Students: Los De ESOL./
Author:	Mendoza-Fierro, Laura Enriqueta.
Published:	Ann Arbor : ProQuest Dissertations & Theses, : 2020,
Description:	240 p.
Notes:	Source: Dissertations Abstracts International, Volume: 82-08, Section: A.
Contained By:	Dissertations Abstracts International82-08A.
Subject:	Teacher education. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28262217
ISBN:	9798569919857

The Digital Literacy Practices of Transfronterizx ESOL College Students: Los De ESOL.
Mendoza-Fierro, Laura Enriqueta.

The Digital Literacy Practices of Transfronterizx ESOL College Students: Los De ESOL. - Ann Arbor : ProQuest Dissertations & Theses, 2020 - 240 p.

Source: Dissertations Abstracts International, Volume: 82-08, Section: A.

Thesis (Ed.D.)--The University of Texas at El Paso, 2020.

This item must not be sold to any third party vendors.

This dissertation aims to contribute knowledge to the literature about ESOL students' digital literacy practices related to educational purposes. I studied the varied digital literacy practices the students used as mediating tools to perform their university activities (e.g., crossing to come to school, communicate with classmates/instructors about assignments, completing assignments). This study takes place on the U.S. side of the borderland area of El Paso, Texas-Ciudad Juarez, Chihuahua, Mexico. The participants were 43 transfronterizx ESOL college students, who were young adults between 18-25 years of age enrolled in the ESOL program at Sun University. I draw on ethnographic and netnographic methods to explore how the participants used their digital literacy practices for identity-making. Using sociocultural perspectives (Gee, 2000; Gee, 2005; Gee, 2014; Guerra, 2004; Guerra, 2016; Moran, 2020), I paid particular attention to how Transfronterizx ESOL College Students (TECS) used their digital literacy practices for learning English. TECS were constantly experiencing hybridized linguistic elements and diversified social and cultural practices, given their geographical context. Findings from the present dissertation demonstrated that participants heavily relied on their digital literacy practices to remain interconectados with their loved ones on both sides of the border, simultaneously. Through transculturally repositioning (Guerra, 2004; 2016), participants could mobilize themselves virtually from one side to another using their digital literacy practices.TECS mobilized their knowledges, experiences, and linguistic repertoires. I found digital practices including their constant use of social media sites and the Blackboard app. Participants heavily relied on their digital literacy practices to navigate their English learning processes. Furthermore, findings also demonstrated that in their continuous processes ofbecoming and belonging to multiple communities, participants use their dualistic orientation (Lam & Warriner, 2012) as a way of making sense of their experiences in their communities. Some of these communities were Los de ESOL community, border-crossers, and young people from Juarez. Participants shared several affinities, which also helped them to navigate their different communities.

ISBN: 9798569919857Subjects--Topical Terms:

3172312
Teacher education.
Subjects--Index Terms:

Belonging

The Digital Literacy Practices of Transfronterizx ESOL College Students: Los De ESOL.
LDR:03570nmm a2200385 4500 001 2277249
005 20210517123454.5
008 220723s2020 ||||||||||||||||| ||eng d
020 $a 9798569919857
035 $a (MiAaPQ)AAI28262217
035 $a AAI28262217
040 $a MiAaPQ $c MiAaPQ
100 1 $a Mendoza-Fierro, Laura Enriqueta. $3 3555563
245 1 4 $a The Digital Literacy Practices of Transfronterizx ESOL College Students: Los De ESOL.
260 1 $a Ann Arbor : $b ProQuest Dissertations & Theses, $c 2020
300 $a 240 p.
500 $a Source: Dissertations Abstracts International, Volume: 82-08, Section: A.
500 $a Advisor: de la Piedra, Maria T.;Esquinca, Alberto.
502 $a Thesis (Ed.D.)--The University of Texas at El Paso, 2020.
506 $a This item must not be sold to any third party vendors.
520 $a This dissertation aims to contribute knowledge to the literature about ESOL students' digital literacy practices related to educational purposes. I studied the varied digital literacy practices the students used as mediating tools to perform their university activities (e.g., crossing to come to school, communicate with classmates/instructors about assignments, completing assignments). This study takes place on the U.S. side of the borderland area of El Paso, Texas-Ciudad Juarez, Chihuahua, Mexico. The participants were 43 transfronterizx ESOL college students, who were young adults between 18-25 years of age enrolled in the ESOL program at Sun University. I draw on ethnographic and netnographic methods to explore how the participants used their digital literacy practices for identity-making. Using sociocultural perspectives (Gee, 2000; Gee, 2005; Gee, 2014; Guerra, 2004; Guerra, 2016; Moran, 2020), I paid particular attention to how Transfronterizx ESOL College Students (TECS) used their digital literacy practices for learning English. TECS were constantly experiencing hybridized linguistic elements and diversified social and cultural practices, given their geographical context. Findings from the present dissertation demonstrated that participants heavily relied on their digital literacy practices to remain interconectados with their loved ones on both sides of the border, simultaneously. Through transculturally repositioning (Guerra, 2004; 2016), participants could mobilize themselves virtually from one side to another using their digital literacy practices.TECS mobilized their knowledges, experiences, and linguistic repertoires. I found digital practices including their constant use of social media sites and the Blackboard app. Participants heavily relied on their digital literacy practices to navigate their English learning processes. Furthermore, findings also demonstrated that in their continuous processes ofbecoming and belonging to multiple communities, participants use their dualistic orientation (Lam & Warriner, 2012) as a way of making sense of their experiences in their communities. Some of these communities were Los de ESOL community, border-crossers, and young people from Juarez. Participants shared several affinities, which also helped them to navigate their different communities.
590 $a School code: 0459.
650 4 $a Teacher education. $3 3172312
650 4 $a Educational technology. $3 517670
650 4 $a English as a second language--ESL. $3 3423990
653 $a Belonging
653 $a Digital literacy practices
653 $a ESOL
653 $a Literacy practices
653 $a Transfronterizxs
653 $a Transnationals
690 $a 0441
690 $a 0530
690 $a 0710
710 2 $a The University of Texas at El Paso. $b Teaching. $3 3555564
773 0 $t Dissertations Abstracts International $g 82-08A.
790 $a 0459
791 $a Ed.D.
792 $a 2020
793 $a English
856 4 0 $u https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=28262217