Catalan Teenagers’ Identity, Literacy and Language Practices on YouTube

  1. Nikolaj Elf 1
  2. Adriana Gewerc 1
  3. Boris Vazquez-Calvo 2
  1. 1 University of Southern Denmark

    University of Southern Denmark

    Odense, Dinamarca


  2. 2 Universidade de Santiago de Compostela

    Universidade de Santiago de Compostela

    Santiago de Compostela, España


Technology and the Psychology of Second Language Learners and Users
  1. Mark R. Freiermuth (ed. lit.)
  2. Nourollah Zarrinabadi (ed. lit.)

Verlag: Palgrave Macmillan Reino Unido

ISBN: 978-3-030-34211-1 978-3-030-34212-8

Datum der Publikation: 2020

Seiten: 251-278

Art: Buch-Kapitel


From the perspective of New Literacy Studies, this chapter seeks to explore and understand how Catalan teenagers build and perform identity online as well as which literacy and language practices they conduct that shape, and leave visible traces of, identity. Using digital ethnography (interviews, screenshots, analysis of videos), we collected data from three teenage gamers from Catalonia who, driven by their shared interest in gaming, upload videos on YouTube. Results show varying degrees of engagement and specialization, which allow us to offer tentative definitions of the roles and functions of these teenagers on YouTube. Results also indicate participants’ norms and behaviors in choosing usernames, profile pictures and background pictures, showing varying degrees of sophistication in linguistic and multimodal practices and awareness in Catalan, Spanish and English.