Student Agency in Relation to Space and Educational Discourse. The Case of English Online Mother Tongue Instruction

Autor/inn/en	Hedman, Christina; Mannish, Scarlett
Titel	Student Agency in Relation to Space and Educational Discourse. The Case of English Online Mother Tongue Instruction
Quelle	In: English in Education, 56 (2022) 2, S.160-173 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hedman, Christina)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0425-0494
DOI	10.1080/04250494.2021.1955618
Schlagwörter	Online Courses; Native Language Instruction; Swedish; Second Language Learning; Grade 9; Secondary School Students; Video Technology; Self Concept; Foreign Countries; Distance Education; COVID-19; Pandemics; Teaching Methods; Family Relationship; English; Cooperative Learning; Classroom Environment; Personal Autonomy; Student Attitudes; Novels; Group Discussion; English Literature; Teacher Student Relationship; English Teachers; Sweden + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Native language education; Muttersprachlicher Unterricht; Schwedisch; Zweitsprachenerwerb; School year 09; 9. Schuljahr; Schuljahr 09; Sekundarschüler; Selbstkonzept; Ausland; Distance study; Distance learning; Fernunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; English language; Englisch; Kooperatives Lernen; Klassenklima; Unterrichtsklima; Individuelle Autonomie; Schülerverhalten; Novel; Roman; Gruppendiskussion; Englische literatur; Teacher student relationships; Lehrer-Schüler-Beziehung; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Schweden
Abstract	This study emerged from the abrupt shift to online distance teaching due to the Covid-19 pandemic and reports of "Mother Tongue Instruction" (MTI) in Sweden, where online distance teaching was initially introduced in MTI only. In Sweden, MTI is offered to students whose parents/caregivers speak languages other than Swedish on a daily basis in the home. The focus is on how agentive space, as a body--space relationship, was created by students in a 9th grade class (ages 15-16 years) studying English MTI, in relation to both space and educational discourse. Despite the prescribed online distance teaching, many of the students collaboratively chose to assemble in a physical classroom without a supervisor on site. How the students created a new learning frame through their actions is discussed on the basis of video-recorded lessons, and two students' reflective follow-up talks. In this new -- and in many respects difficult -- learning space, educational discourse and educational ground rules were upheld through collaborative agency, which also facilitated expressions of identity and emotional space among the students. It is worth exploring further how schools can more efficiently draw on students' agency for language learning in similar and different contexts. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01