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Understanding glocal learning spaces: an empirical study of languaging and transmigrant positions in the virtual classroom
School of Languages and Media Studies, Dalarna University, Sweden. (CCD & Research School TKP)
Örebro University, School of Humanities, Education and Social Sciences, Örebro University, Sweden. (CCD)ORCID iD: 0000-0002-1846-858X
2014 (English)In: Learning, Media & Technology, ISSN 1743-9884, E-ISSN 1743-9892, Vol. 39, no 4, 468-487 p.Article in journal (Refereed) Published
Abstract [en]

The use of digital tools like computers and tablets in institutional learning arenas give rise to forms of flexibility where time and space boundaries become diffuse. Online learning sites are understood as being crucial today, especially in large parts of the Global North, where anyone anywhere potentially can become a student and have access to educational opportunities. 

This study focuses on the analysis of recorded sessions, part of an “Italian for (adult) beginners” online course. Our interests relate to accounting for how students negotiate different language varieties, including modalities, and how communication in virtual learning settings enables both flexible participation trajectories and identity positions in and across the boundaries of time and space.

The sociocultural and dialogical analyses here are framed in terms of fluidity of “glocal” positions and (trans)languaging that emerge in and across time and space in Technology Mediated Communication. Our findings suggest that online environments support meaning-making where it is possible to identify alternative ways of (co)constructing and mediating learning. Such hybridity as well as the performative character of learning and identity display have important implications for online glocal communities.

Place, publisher, year, edition, pages
Routledge, 2014. Vol. 39, no 4, 468-487 p.
Keyword [en]
translanguaging; language learning; higher education; online synchronous environments; transmodality; glocal communities
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:oru:diva-38538DOI: 10.1080/17439884.2014.931868ISI: 000343908000005Scopus ID: 2-s2.0-84908645444OAI: oai:DiVA.org:oru-38538DiVA: diva2:762638
Projects
CINLE
Note

Special theme issue "Media and migration: learning in a globalized world"

Available from: 2014-11-12 Created: 2014-11-12 Last updated: 2017-03-21Bibliographically approved
In thesis
1. Languaging in virtual learning sites: studies of online encounters in the language-focused classroom
Open this publication in new window or tab >>Languaging in virtual learning sites: studies of online encounters in the language-focused classroom
2015 (English)Doctoral thesis, comprehensive summary (Other academic)
Abstract [en]

This thesis focuses upon a series of empirical studies which examine communication and learning in online glocal communities within higher education in Sweden. A recurring theme in the theoretical framework deals with issues of languaging in virtual multimodal environments as well as the making of identity and negotiation of meaning in these settings; analyzing the activity, what people do, in contraposition to the study of how people talk about their activity. The studies arise from netnographic work during two online Italian for Beginners courses offered by a Swedish university. Microanalyses of the interactions occurring through multimodal video-conferencing software are amplified by the study of the courses’ organisation of space and time and have allowed for the identification of communicative strategies and interactional patterns in virtual learning sites when participants communicate in a language variety with which they have a limited experience.

The findings from the four studies included in the thesis indicate that students who are part of institutional virtual higher educational settings make use of several resources in order to perform their identity positions inside the group as a way to enrich and nurture the process of communication and learning in this online glocal community. The sociocultural dialogical analyses also shed light on the ways in which participants gathering in discursive technological spaces benefit from the opportunity to go to class without commuting to the physical building of the institution providing the course. This identity position is, thus, both experienced by participants in interaction, and also afforded by the ‘spaceless’ nature of the online environment.

Place, publisher, year, edition, pages
Örebro: Örebro university, 2015. 146 p.
Series
Örebro Studies in Education, ISSN 1404-9570 ; 49
Keyword
virtual learning sites, synchronous computer mediated communication
National Category
Pedagogy
Research subject
Education
Identifiers
urn:nbn:se:oru:diva-44688 (URN)978-91-7529-076-8 (ISBN)
Public defence
2015-09-21, FÖ6, Dalarna University, Falun, 13:00 (English)
Opponent
Supervisors
Available from: 2015-05-25 Created: 2015-05-25 Last updated: 2016-12-14Bibliographically approved

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Citation style
  • apa
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