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• This qualitative study investigates how a group of university students construct digital citizenship through their digital literacy practices in social media. • This study is informed by an integrative framework of translanguaging and spatial repertoire. • The findings suggest that digital citizenship construction entails complex interplay between individuals' social, educational and economic practices in digital space, and their agency of deploying language and semiotic recourses to enhance the communicative effect in academic and social circumstances and achieve intellectual development as well as social engagement. • The findings suggest the students' digital citizenship is largely realized or manifested through specific digital literacy practices (e.g. reading and viewing, sharing personal life on social media). • The participants' digital citizenship is dynamically constructed in and across sites for different types of social and communicative activities. • The participants are found to transcend the normativized boundaries between linguistic categories and between semiotic systems in their digital communication involving different social media and networks. • The students' agency has been facilitated by the generative and agentive nature of the social media in which the digital literacy activities take place, providing spatial repertoire constituted by various semiotic resources and tools. This qualitative study has investigated how a group of bilingual university students in Hong Kong understand digital citizenship and construct it through digital literacy practices in social media. Drawing on interview data and examples of digital activity shared by the students, we adopt the theories of digital literacies and translanguaging and transsemiotizing to reveal how they construct digital citizenship through an complex interplay between several factors, most prominently (1) a variety of digitally mediated social, cultural and educational practices the students engage in, (2) their agency of deploying diverse linguistic and semiotic recourses to achieve varied communicative effects in different settings and (3) their personal pursuits of intellectual and professional development and social engagement in a digitalized and globalized society. We then discuss how the findings can enrich our understanding of digital citizenship and its relationship with digital literacies in a multilingual and multicultural context such as Hong Kong. The implications for digital citizenship education are also discussed. [ABSTRACT FROM AUTHOR]

This study takes the initiative to use structural equation modelling to evaluate a motivational model which subsumes some hypothesized links between L2 ideal self, acculturation to the mainstream society, acculturation to the heritage culture, and learners' intended effort to learning the mainstream language as an L2 among immigrant students in a host context. Data was collected from 390 secondary students with ethnic minority backgrounds in Hong Kong. It is found that L2 ideal self has a direct effect on intended effort and an indirect effect through the acculturation to mainstream culture. It is also found that parental encouragement contributes to intended efforts both directly and indirectly via impacting L2 ideal self. The findings imply that promoting ethnic minority students' Chinese language ideal self would help construct their bicultural identity. [ABSTRACT FROM AUTHOR]

Drawing on positioning theory, this paper investigates the identity issues involved in an English as Lingua Franca (ELF) interaction in a multicultural university in Hong Kong. The findings indicate that the ELF participants' institutional roles are culturally determined, and are not fixed but vary in different phases of the discourse. This study suggests that the interlocutors move beyond language use in specific interactional context, and draw on their own histories and cultural knowledge to define and re-define the different positions of English language varieties in a broader context, so as to position their own English varieties at a privileged or advantageous position in the micro-interactional context. Despite the subtle negotiation of power relations they undertake, the ELF speakers in this study attempt to achieve alignment when a face-threatening episode occurs. It is found that ELF communication provides a context for interlocutors to see themselves through the lens of their embodied history and subjectivity and that of others, and to create new relationships and identities. The implications of the findings and future research direction are discussed. [ABSTRACT FROM AUTHOR]

• University students transfer habitus and capital across fields during the pandemic. • They expand habitus and capital by utilizing affordances of digital technologies. • They enrich multimodal digital literacies in online learning and communication. • They revalidate multilingual capital against a regime of English monolingualism. The COVID-19 pandemic has brought various challenges to the education domain globally. This study examines how a group of non-local university students studying at EMI universities in Hong Kong adjusted to the dominant online mode of learning and communication based on their lived experiences in learning and intercultural social networking during the pandemic. Employing the theory of digital literacies and Bourdieu's concepts of habitus and capital, we show how students expanded, redeveloped and transferred existing awareness, knowledge, competences and practices to engage in a range of digitally mediated academic and social activities in this condition. We conclude by discussing how the findings may inform refinement or readjustment of digitalized/zing international higher education. [ABSTRACT FROM AUTHOR]

Abstract: This article investigates the language attitudes, language practices and identity construction of a group of ethnic minority students in a secondary school in Hong Kong. Drawing on data from focus group and individual interviews, this research shows that the ethnic minority students negotiate and contest their heritage identity by utilizing their heritage and the experiences and knowledge they have gained in the host context. In addition, the students construct a counter-discourse to resist the lower social status of their heritage languages and minority identity by maintaining their heritage language, by promoting the dominant status of English and by devaluing the local language; however, these steps may limit their linguistic choices and lead to discrimination against other languages. This paper implies that school administrators and policy makers had better seek to establish a more supportive environment for language learning by immigrant students, and that the students themselves can utilize their multicultural and multilingual backgrounds to empower themselves in the host context and enjoy more equal opportunities. [Copyright &y& Elsevier]

• Translocal space in internationalized education contexts is open to diversity, polycentricity and dynamicity. • Multilingual students contest the socio-politically and institutionally scaled language norms in translocal space. • Multilingual students can reconstruct space and create new sociolinguistic spaces to accommodate their communicative and social needs. • Power relations in translocal space are fluid and negotiable. This study explores the language practices and perceptions of local and international students engaged in translocal space of communication in a transnational university in China. It focuses on the process by which multilingual students, as scale makers, negotiated language norms, reshaped interactional contexts and strategically configured diverse resources embedded in various spatiotemporal scales to accomplish communicative activities. It is found that translocal space is open to plural norms and shifting power relations. Through scaling practices, multilingual students can create, define and refine sociolinguistic contexts to their own advantage. The findings also highlight multilingual students' awareness of power issues involved in the relationship between language and norms, the development of more open and flexible attitudes towards language use and their capability in applying interactive strategies to negotiate linguistic differences to achieve communicative success in translocal space. [ABSTRACT FROM AUTHOR]