(Μετα)γλωσσικές στάσεις και εθνοπολιτισμικές ταυτότητες στο TikTok: Διδακτική πρόταση κριτικού γραμματισμού για το γλωσσικό μάθημα στο Λύκειο

This study investigates how a Greek female immigrant in South Korea and a Chinese male student spending part of his academic mobility in Greece express stances and ideologies towards the languages of their host countries on TikTok; how they construct their ethnocultural identities in relation to the respective cultural contexts; and the discourses that emerge and are interconnected with these linguistic stances. By combining critical discourse analysis, sociolinguistics and online ethnography, the first part of the study examines two videos the informants have posted on TikTok, interview excerpts in which they discuss these videos, and comments by their TikTok followers. The analysis reveals positive and negative linguistic stances as well as the emergence of dominant national discourses of Koreanness and Greekness. Having these findings as a springboard, the second part of the study presents a critical literacy proposal for the teaching of Modern Greek Language in high school, based on the pedagogy of multiliteracies. The proposal aims at the critical processing of linguistic stances, the deconstruction of linguistic stereotypes, and the utilization of TikTok as an educational tool.