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The Urban Review

, Volume 48, Issue 2, pp 311–332 | Cite as

Web 2.0 Technologies and Parent Involvement of ELL Students: An Ecological Perspective

  • Dong-shin Shin
  • Wendy Seger
Article

Abstract

This study explores how ELL students’ parents participated in a blog-mediated English language arts curriculum in a second grade classroom at a U.S. urban school, and how they supported their children’s learning of school-based writing. Adopting ecological perspectives on technological affordances, this study views digital literacy as discursive practices that are shaped by one’s social, cultural, and political access, as well as material access. The findings indicate that parents used blogging to support their children’s academic and social goals, bringing expanded audiences and meaningful purposes to school writing. However, their linguistic and cultural capital related to Web 2.0 technologies generated different levels of participation and affordances. The study contends that parental involvement through Web 2.0 technologies needs to be critically examined, in consideration of discursive factors operating in the contexts in which those technologies are used.

Keywords

Parent involvement Web 2.0 technologies English language learners Ecological perspective 

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Copyright information

© Springer Science+Business Media New York 2016

Authors and Affiliations

  1. 1.Literacy and Second Language Studies Program, School of EducationUniversity of CincinnatiCincinnatiUSA
  2. 2.Center for the Collaborative ClassroomEmeryvilleUSA

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