Identity+Development


 * Adolescent Identity Development **

Bilingual Adolescents face the decision of identify themselves to assimilate to the American culture or to acculturate in the American culture. In the identity process, this group starts to develop certain interest in their own stile, their favorite music, jobbies, interest:
 * ======**Adolescents select the type of music they like. **======
 * ======**The sports they like to practice. **======
 * ======**Their current and long term interest. **======

====The above decisions among others influences the student’s own style and topics of interest. Teachers need to be aware of the conversations that goes on in the classroom to be able to incorporate supplemental literacies that target the interest of students. ====

====Bilingual Learners participate and benefit from technology interaction acquiring language in virtual context. While Bilingual Adolescents interact in their popular themes, they are interacting with their second language. They do not have to learn vocabulary through textbooks and isolated language lessons. They can interact with technology conversations. Rebecca W. Black suggests as James Gee the idea of integrating Technology “for collaborative inquiry and content-creation activities to use the 2nd language with authentic communication” Black, R. W. (2009). ====

Bilingual Adolescents Reading Writing Practices Out side the School.
· As adolescent seek for their interest through technological media, socialization, they are developing literacy skills indirectly. Adolescents interact through internet by chats, online logs, digital profiles, video game and e-mail. Through this interaction adolescents read and respond, and communicate. Rebecca W. Black (Black, 2009), in the article English-Language Learners, Fan Communities, and 21-st Century Skills; describes the how many adolescent Ells are developing language, literacy, and social skills across national borders, as they use new techonolgical tools an d forms to communicate.

Black, R. W. (2009). English-Language Learners, Fan communities, and 21st-Century Skills. //Journal of Adolescent andn Adult Literacy//, 688-697.
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