QQ + Sites of Student Agency [1] by Jonathan Lambert, 05/2011 (Updated: 09/2011)   translation by Wang Shiying, Jonathan Lambert     QQ + 学生的能动性空间 作家：Jonathan Lambert, 05/2011 (最后更新：09/2011)   翻译：王石英，Jonathan Lambert     Introduction QQ is a popular instant messaging service founded in Shenzhen by Tencent Holdings Limited. Besides chat functions, it also offers features such as email, music and online photo albums. I started using it again approximately five months ago. I told the QQ number I use to all students in the English language classes I teach. Initially, I expected that the use of QQ would be convenient for exchanging information about class assignments, schedules and assessment; it is now clear that in the extracurricular, cyber dialogues students are using QQ in creative ways. Research in education is documenting aspects of student "safe houses", hidden spaces of complex communication that "represent an outsmarting of the powers that be"[2]; meanwhile, evidence suggests QQ messaging is being used by students to produce similar sites of tremendous expression and agency.   引言 QQ是由深圳腾讯控股有限公司创建的流行即时通讯业务。QQ除了有聊天工具以外，还有电子邮件、音乐、在线影集等。大概五个月以前我又开始使用QQ，然后我将我的QQ号告诉了我所有英语课的学生。起初，我想使用QQ能方便我跟学生进行作业，课程表和成绩方面的信息交流；但是现在可见学生有创意的使用QQ。教育研究描述一些学生"safe houses"的方面，这种隐秘的空间"represent an outsmarting of the powers that be"[2]，同时，学生用QQ即时通讯给他们创造了极大的表达方式和能动性的空间。   Two Conversations [3] What appear to be simple QQ messages are in fact complex sites of critical activity:     The above interaction shows elements of agency and expression in at least four ways. Firstly, Yulu chooses to use emoticons in order to initiate dialogue with the language teacher; this complicates her expression while moving her communication beyond the narrow range of discourse usually permitted with the traditionally English-only classroom. Secondly, with “Why thank you”, the student resists using standard punctuation and distances herself from native English norms. This appears to be a common strategy deployed in QQ student empowerment. In addition to these moves, with this last sentence she imports additional grammars into English to carry across her message and communication. In order to formulate her question, instead of using structure taught in classroom lessons, receptive skills cycles, and text books, she produces something new, specifically connected to her unique identity, L1 community and background. In this way, the vocabulary of English is appropriated by the student and re-constructed within a framework of local syntax. Lastly, when using the “Why”, Yulu is asking questions and mobilizing critical awareness while simultaneously turning upside down traditional student-teacher roles. In these ways, the above segment of communication offers a glimpse into the intriguing dimensions of student agency in QQ messaging.   These themes continue in the following conversation, which occurred more than three months later.   In this exchange we again notice the near total avoidance of punctuation, even with regards to the common English apostrophe, this time coupled with a general lack of capitalization. It is critical how this lack of standardized English is not due to ignorance, nor is it a product of laziness; this resistance against English norms and foreign dominance is a multi-faceted effort to assert emerging identities and fundamental agency.   Conclusion The complex, creative consciousness in the underlife of student QQ messages even surfaces into QQ communication with a teacher, and provides this sketch of how QQ messages can be safe spaces where students engage in complex activity, language and expression that are normally excluded from the language classroom. What other safe sites of agency are in operation in the gaps between class lessons? In how many other gestures, signs and silences are there secret exchanges, solidarity and understanding? In what ways, and when, are these student sites contributing to the open development of our difficult present?   Footnotes 1. This article is “work in progress”. Please contact me at jonlambert88[at]gmail.com with suggestions or questions. I’d like to thank Peter Adams for support with earlier drafts of this document, Wang Shiying for helping with the translation, and Yulu, as well as all the students in our classes, for sharing terrific inspiration. 2. Canagarajah, A. S. (2003). Subversive identities, pedagogical safe houses, and critical learning. In B. Norton & K. Toohey (Eds.), Critical pedagogies and language learning (pp. 116–137). New York: Cambridge University Press. 3. With regards to these two conversations, the student gave permission to share and discuss the contents. When asked if it would be ok to use an alias in the document, the student told me to write Yulu.