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Like the alternative writing proposed by Zawacki and Thaiss, ESL learners have alternative identities in interactive process.

One reaction to these assignments has been the perception, by some students, that anonymity and pseudonymity are cowardly--that they are ways of hiding. "Why do we need to do this anonymously?" asked one student after our first round of online discussion. "I'm not afraid to say what I think." Other students who had renounced their anonymity due to the technical problems described in Interface explained that they felt no need to be anonymous and didn't care if other discussion section members knew who they were. Clearly, in both of these cases, the students had not explored the notion that anonymous posting can be something other than a masking process--that it in fact creates the possibility of inventing other selves, which may be rather unlike one's "real-world" self.

Other students seized on the opportunity right away, inventing online identities that were creative and interesting. However, they too experienced this as a form of deceptive self-representation and quickly revealed their ruses. In one case, a student portrayed herself as being a rather dubious potential girlfriend who grows botulism in her refrigerator. However, her sense of ethics compelled her to expose the joke right away, in the same message

I entered IUP on Fall, 2008 and the experience in IUP is quite different with my previous experience.

First of all, the climate here is different from both my hometown and my previous university. I like the way the snow is floating in the air. And it is very interesting that the snow will melt as soon as it touches ground.

Secondly, there are only a few Chinese students at this university while there are a lot of Indian students.

Thirdly. the swimming pool here is so cold that people feel uncomfortable. But the gym is good enough for holding a lot of students.

Generally speaking, it is great experience to meet new people and get involved in diverse cultural environment.

The SIOP (Sheltered Instruction Observation Protocol) is a research-based observation instrument which is developed to make content material comprehensible to English Language Learners. It intents to meet the distinctive academic needs of students' learning English. Teachers can incorporate the instructional strategies in the SIOP Model to help English learners to develop their English proficiency and at the same time to facilitate students' grade-level content. It can also be used as a model to plan lessons and implement the sheltered instruction with high quality. There are eight components in SIOP Model and they are respectively Lesson Preparation, Building Background, Comprehensible Input, Strategies, Interaction, Practice & Application, Lesson Delivery, and Review/Assessment.

    In the Preparation stage, teachers should identify content objectives and define language objectives. Then teachers should adapt content to students of different proficiency levels. In the Building Background step, teachers should activate students' prior knowledge by linking the content topics with their personal experience. In the Comprehensible Input stage, teachers should provide meaningful, understandable lessons to students by highlighting key vocabulary, using scaffolding techniques and encouraging students to use strategies. During the Strategies step, students are supposed to use appropriate strategies to construct meaning and build up their academic knowledge. In the Interaction stage, group work is highly recommended. For example, pair work, small groups and big cooperative groups are regarded very effective for development of students' linguistic and academic level. In the Practice & Application step, teachers should not only provide students the new information of the class, but also help students to apply the knowledge to other areas. The reading, writing, listening and speaking should be integrated into an organic whole by performing a task or participation in meaningful activities. In the Lesson Delivery stage, teachers should adjust the pace of teaching according to students' linguistic level and background knowledge scope. In the Review/Assessment stage, teachers should review both language and content objectives, clearly point out the key points of the lesson and assess students' achievement of the specific lesson.

1. What are the differences between digital writing and facebooking?

   Facebooking is more popular between college or middle school students while digital writing is more widely used in other public occasians. Facebooking is a special domain for students to keep their ivory tower story going.

2. How do you incorporate digital life in your teaching?

   Teachers should be aware of the dynamic changing nature of technology and prepare to    adapt to the new technological era. Being equippted with all kinds of new technologies and being willing to get various resources for research and teaching has become a demanding requirement for each practationer.

3. What are the roles of social networking in students' social and academic life?

    Nowadays, social networking has become an inescapable part of students' daily life. In fact, nobody can affordk to not be involved in the social networking system. Academically, students exchange ideas and share academic beliefs together. And most importantly, it is a way of Suggestopedia teaching method where students can gain knowledge while sharing tea, coffee and cookies with relaxining music.

   After reading the article "Is google making us stoopid", I think technology is shaping our thinking and changing our way of practical experiences in social life. In fact, we are experiencing both cognitive losses and cognitive gains.

   On one hand, we are losing some of our cognitive abilities which we used to possess many years ago. For example, now we can not memorize many things as we used to and we can not calculate as we could do in the past. Many people think it is dangerous that we are losing valuable cogintive abilities like the above. However, techonology free our brain from detailed information memorization and endow us ability to be engaged in more deep thinking and gaining deep insights in our field.

   On the other hand, we are gaining some special cognitive gifts when we are in the age of technology. For example, now we are gaining more cognitive ability of multi-dimensional analysis with the aid of fast speed of information.

When I was young, technology hasn't reached a high stage in China and it is very rare to have modern technologies at home. In my family, we noly get access to TV, washing machine, referigerator and electric fans. We don't have cars and even cell phone at home. It is good that the city where I grew up is very small, so we don't need to walk so far and it is easy to go to the shopping centers and market by riding a bicycle.

When I was growing up, everything is changing swiftly. My family is gradually equipted with some kind of modern tech. Father used to be an excellent writer and it was a hard job for him to finish a year report. However, when I encouraged him to use new technology to speed up his writing, he refused and said that he would lose his inspiration by using computer. He hate to use modern ways also because he is not good at English and was afraid of acquiring new things. I know that he is a very intelligent person with good ideas and profound thoughts. He actually infulenced me greatly before I could remember anything in life.

And I bought my notebook when I was in university. Almost all the students have one at that time and I was almost the last group of students to get one. I heard that computer will do great damage to skin, so I stopped to use it any longer. When I was in MA program, we had some presentation due and papers to turn in. At that time, I wear a mask when I used it and my parent mailed me an anti-radiation apron to protect me from hurt. I don't know whether it is really useful because sometimes we get tricked by the commercials.

I became a real netizen when I started to send Email everyday and chat a lot online. All my previous classmates are more experienced than me because they have more time to chat and interact with each other.

I found life become more busier since I started to use internet. And I always stayed up late until 2 am in order to send back an Email.

At first, this article gives us a thorough analysis of how OCOL (One Person One Language) model helps English and Japanese bilingual children to acquire and develop two languages at the same time (p267). The OCOL is in fact a new model under CALL (Computer Assisted Language Learning) approach which is a dynamic and interactive teaching approach introduced to language learning process and gradually gained popularity for its positive effect on language acquisition.

Secondly, the author made experimentation on 4 bilingual children and 8 language teachers through simulated learning environment and questionnaires. Through statistical analysis and subjective judgment, the author addresses the research question and reaches the conclusion that bilingual children can overcome the imbalanced knowledge system caused by their two distinctive linguistic codes to develop biliteracy. As a result, they can learn much better with the help of CALL system.

1. Definition of literacy

According to Gee, literacy is control of secondary uses of language. In other words, uses of language in secondary discourses. Secondary literacies include:

dominant literacy: is control of a secondary use of language used in the "dominant discourse."

powerful literacy: is control of a secondary use of language used in a secondary discourse that can serve as a meta-discourse to critique the primary discourse or other secondary discourses, including dominant discourses (5/8).

Literacy is a dynamic negotiation of formal language use intertwined with world experience and practical reality.
The most important way of gaining literacy is to combine the theories of acquistion and learning. Literacy is highly contextualized, ideological and undergoing constant modificat