L2 literacy and ICT: Japanese language learners? online literacy activities outside the classroom

This paper explores how information and communication technology (ICT), the Internet in particular, can expand opportunities for literacy activities in Japanese as a second language outside the classroom, and support the development of learners' literacy skills in their second language (L2). The data for the study consists of learning diaries with photos, collection of materials, background interviews and interaction interviews. Drawing on Activity Theory (Leont'ev 1978; Engestrom 1999; 2001) and the concept of Affinity Space (Gee 2004; 2007; 2008), the analysis shows how the Internet plays a significant role in creating opportunities for L2 literacy activities, providing a number of online resources and support. In addition, it was found that the features of those online communities in which community members self-manage participation also expand the potential of L2 literacy activities regardless of the learners' Japanese language skills. Implications are drawn for L2 learning and teaching in terms of how language teachers can facilitate learners' spontaneous language learning and authentic language use activities in out-of-classroom contexts