NotesFAQContact Us
Search Tips
Back to results
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1217805
Record Type: Journal
Publication Date: 2019-May
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0008-4506
"Say What You Want . . .": Rap Battles in a Technology-Enhanced Classroom
Wong, Melanie M.
Canadian Modern Language Review, v75 n2 p169-182 May 2019
As our global communication and linguistic landscapes continue to change, kindergarten to Grade 12 (K-12) students are engaging in a variety of literacy practices (on both page and screen) in technology-enhanced classrooms. Due to the affordances of technologies, individuals are moving fluidly between various learning spaces within and outside the physical spaces of such classrooms. Thus, boundaries between interstitial (non-sanctioned) learning spaces (e.g., hallways) and classroom (school-sanctioned) learning spaces are blurring. As learners transverse between learning spaces they carry their shared histories of learning. This article reports the findings from an ethnographic case study of a Grade 6 technology-enhanced classroom using a language socialization theoretical lens. Data collection, over one school year, included field observations, interviews, and monthly participant literacy activities journals. A thematic analysis of the data was undertaken. The results indicate that, in the interstitial learning spaces, students participated in literacy practices that included remixing ideas that originate from YouTube and rap battling, which have distinct social conventions. It is argued that teachers' better understanding of such literacy practices has potential implications for more effective pedagogy.
University of Toronto Press. 5201 Dufferin Street, Toronto, ON M3H 5T8, Canada. Tel: 416-667-7810; Fax: 800-221-9985; Fax: 416-667-7881; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Elementary Education; Grade 6; Intermediate Grades; Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A