“…In these concurrent timespaces, the adolescent computer user may be presenting himself or herself as an immigrant in the United States, but this identity is simultaneously meshed with or resignified by that of a diasporic Indian (Mitra, 2001), Filipino (Ignacio, 2005), or Trinidadian (Miller & Slater, 2000) in a global community of diasporic youths interacting in an online chat space. Moreover, the status of an Asian immigrant as an English-as-a-secondlanguage learner gets translated into the linguistic mainstream once he enters an online fan community of Japanese pop culture whose members are located in parts of the world where English is mostly spoken as a second or foreign language, and a virtual cross-cultural identity becomes the source of privilege and pride (Black, 2005;Darling-Wolf, 2004). Hence, as immigrant students traverse different timespaces in their daily lives, it is important to note how their identity formation and socialisation in the use of languages are defined not only by the imagined community of the nation state (Anderson, 1991) but also by various imagined communities on a global scale (Appadurai, 1996).…”