Transcultural Practices of International Students as Identity Performances in Digital Settings

Authors

  • Osman Solmaz Dicle University, Turkey

DOI:

https://doi.org/10.32674/jise.v9i2.2175

Keywords:

social media, superdiversity, international students, Facebook, online identity

Abstract

Guided by an interdisciplinary approach, this study seeks to illustrate the digital practices of international speakers on social media. The practices of international users are especially valuable due to the presence of various audiences in their networks, some rarely researched. For this purpose, the study examines the social media practices of 16 international graduate students (IGSs), who experience a transnational mobility in the United States. The data is collected through semi-structured interviews with participants and their social media data. The analysis includes quantitative assessment of participants’ social media activities and qualitative analyses of interviews and digital practices. The findings of the study illustrate how individuals with transborder experiences engage in identity work by sharing transcultural content with a multitude of audiences in their networks. The study concludes that digital practices involving the transcultural flow of content present opportunities for IGSs to work and realign various facets of their identities.

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Author Biography

Osman Solmaz, Dicle University, Turkey

OSMAN SOLMAZ, Ph.D., works at the Department of Foreign Language Education at Ziya Gokalp Faculty of Education, Dicle University in Turkey. Solmaz, a Fulbright alumnus, holds his M.A. and Ph.D. degrees from the interdisciplinary Second Language Acquisition and Teaching (SLAT) program at the University of Arizona in the USA. His research interests include international students, computer-assisted language learning and teaching, digital literacies, and teacher education. Email: osolmaz@dicle.edu.tr

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Additional Files

Published

2021-02-21

How to Cite

Solmaz, O. (2021). Transcultural Practices of International Students as Identity Performances in Digital Settings. Journal of Interdisciplinary Studies in Education, 9(2), 276–300. https://doi.org/10.32674/jise.v9i2.2175