Canadian Journal of Learning and Technology - Vol 35 - Use of Social Software to Address Literacy and Identity Issues in Second Language Learning

Oct 15, 2026

The emerging trend of social software technology can meet varied needs of second language learners through authentic social interaction and multiple scaffolding processes. Social software links education with real-life interests, increases engagement and motivation, and supports learner-centred, informal, collaborative environments. In culturally and linguistically diverse classrooms with uneven technology access, it can help address educational inequalities for English Language Learners. A socio-constructivist lens frames how tools support literacy development, strengthen linguistic power relationships, build self-esteem, and promote positive learning and identity experiences.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages11

Reading Time28 min

AccessFree to download

Introduction

Themes in the literature

The relationship between second language learning and technology

Canadian Journal of Learning and Technology La Revue Canadienne de l’Apprentissage et de la Technologie Volume 35, Number 3, Fall / automne 2009 Use of Social Software to Address Literacy and Identity Issues in Second Language Learning Jill K. Hutchinson Author Jill Hutchinson completed her MEd at the University of Calgary with a specialization in Second Language Teaching. Correspondence regarding this article can be sent to: jkhutchi@ucalgary.ca Abstract The emerging trend of social software technology can address many different second language (L2) learner needs through authentic social interaction and a variety of scaffolding processes. Social software connects education with real‐life learning and interests, and engages and motivates students. It can facilitate learning environments that are more learner‐centred, informal and collaborative. Increasingly culturally and linguistically diverse classrooms and uneven access to technology are revealing educational inequalities for English Language Learners (ELLs) (Pruitt‐Mentle, 2007) . In a review of the literature, the author explores how social software tools, through the lens of socio‐constructivist theory, can support literacy development and improve linguistic power relationships, building self‐ esteem and encouraging positive educational and identity experiences for L2 learners. Recommendations for future research on social software use focusing on issues of appropriateness and responsible use for L2 learners, acceptance of social tools and technology accessibility, are presented. Résumé La nouvelle tendance de la technologie des logiciels sociaux répond à plusieurs besoins différents d’apprenants de langue seconde (L2) grâce à une interaction sociale authentique et une variété de processus d’échafaudage. Les logiciels sociaux font le pont entre l’éducation et l’apprentissage et les intérêts dans la vie réelle; ils stimulent égalementl’engagement et la motivation des élèves en plus de fournir des environnementsd’apprentissage qui sont davantage centrés sur l’apprenant, plus informels et plus collaboratifs. Les salles de classe de plus en plus culturellement et linguistiquement diversifiées ainsi qu’un accès disproportionné à la technologie révèlent des inégalités enmatière d’éducation pour les apprenants de l’anglais (Pruitt‐Mentle, 2007) . Dans ce document, l’auteur explore, à travers le prisme de la théorie socio‐constructiviste, comment les outils logiciels sociaux peuvent favoriser le développement de la littératie et améliorer les rapports de pouvoir linguistiques, contribuer à la construction d’une estime de soi positive et encourager les expériences éducatives et identitaires positives pour les apprenants de L2 . L’article émet des recommandations pour la conduite de recherches futures sur l’utilisation des logiciels sociaux en se concentrant sur les questions de leur pertinence et de leur utilisation responsable par les apprenants de L2, de l’acceptation des outils sociaux et del’accessibilité de la technologie. Introduction This review of the literature is a study of the role of social software in enhancing the development of literacy skills and positive identities in second language (L2) learning. The relationship between second language teaching and technology is examined, along with recent developments in how technology supports learning and which pave the way for changes in the education system to recognise the importance of a more learner‐centred and collaborative approach. For the purposes of this paper, the term‘second language learner’refers to any students who are studying an additional language, including English language learners (ELLs) . The context is K‐12 education, but is not restricted to the classroom since there is increased recognition that learning can be both formal and informal. In Educational Technology: A Definition with Commentary (2008) by Januszewski and Molenda, educational technology is defined by the Ass

FAQs

How does social software support second language learners?

Social software enables authentic social interaction and scaffolding processes, connecting learning with real-life interests while boosting engagement and motivation.

What theoretical lens is used to examine social software tools?

The article uses a socio-constructivist theory perspective to explain how social software can support literacy development and influence linguistic power relationships.

What recommendations are proposed for future research?

Future research should address appropriateness and responsible use, learner acceptance of social tools, and technology accessibility for second language learners.

Oct 15, 2026

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