Translocating Classroom Discourse Practices during the Covid-19 Pandemic in China: A reflective Nexus Analysis Account
Publish Year: 1399
نوع سند: مقاله ژورنالی
زبان: English
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شناسه ملی سند علمی:
JR_IJLTR-8-3_008
تاریخ نمایه سازی: 12 بهمن 1399
Abstract:
The present study is a reflective nexus analysis of classroom discourse practices that emerged during the Covid-19 pandemic crisis induced online teaching and learning. Nexus analysis is an action focused approach to discourse analysis that incorporates aspects of ethnography to examine that actions that make up the discourse in complex social behavior. Through a series of case studies, we examine how teachers adapted to teaching and their reflections on the classroom discourse practices that emerged and their reflections on how students adapted to online learning. Using the initiation-response-evaluation sequence (IRE) as a means of comparison across the case studies we discuss how teachers developed novel practices in the online world where the IRE emerged in either flipped or blended practices. Both teachers and students had adapted to this new context in becoming online teachers and online learners navigating new subject positions that reflect Gee’s big ‘D’ Discourse. The study also illustrates how nexus analysis can be used as a reflective analysis through an examination of the discourses in place, interaction order, and historical body(ies) that were affected by the move to online teaching during the Covid-19 pandemic.
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Authors
Andrew Jocuns
English Language Teaching PhD Program, Graduate
Liping Shi
Heilongjiang International University
Lishi Zhang
Assumption University of Thailand
Tingting Yin
Sichuan University of Arts and Science, DaZhou
Xiangyue Gu
Yuxi Normal University
Xiaorui Huang
School of Foreign Languages and Literature,
Yang Zhang
Heilongjiang International University
Yumei Zhang
Heilongjiang International University