Concerning the use of technology for empowerment of students for agency and for triggering digital literate identities and practices (Rowsell, Burke, 2009; Street, Pahl, Rowsell, 2009; Lankshear; Knobel, 2011) the intervention in the university has become a fertile ground for social changes. In Brazil, the use of digital technologies seems to be spreading through different socio-economical classes and the access to internet has increased 50% from 2003 to 2013, according to IBOPE media - IBOPE is the leading private company dealing with research in Latin America. Despite this information, it is mandatory to keep in mind that in developing countries, such as Brazil, there is still a great number of young people, which do not have access to Internet connection and computer at their homes (CGI, 2011). Considering this scenario, we believe that it is the university social role to promote opportunities to assuage this lack of access, and propose meaningful ways of using this access to personal/professional development. Accordingly, the presenter will describe and discuss the implementation of an intervention proposal for Language Teacher Education students in a state university applying digital technology for the language learning. The presenter will also focus on the analysis of tutorials produced by the students enrolled in the second year of a Letras Portuguese-English course and explore how they gathered multimodal resources to produce meaningful texts using digital technologies. The research reported here is a case study (Stake, 2008) and the methodology applied is based on the principles and procedures from the social-semiotic perspective on multimodality (Kress, 2010; Prior, 2009; Kress; van Leeuwen, 2001). The implications of this study rely on the need of language teachers and researchers to understand how Brazilian students engaging with digital technologies and their multimodal resources in contemporary times may contribute to one’s teacher identity constitution.
