Language, Literacy, and Sociocultural Studies ETDs

Publication Date

Summer 7-15-2020

Abstract

This research explored the relationship between the face-to-face and online spaces in my university hybrid course on first and second language development in cultural contexts, as well as my students’ and my own communication, learning, and development of identity as teachers and students. This study was grounded in practitioner inquiry and ethnography of communication as a methodological tool to understand the role of language among teacher and students in the virtual co-construction of knowledge. The findings suggest that self-disclosures, legitimizing the self and others, and relatability played key roles in students navigating new course content, a hybrid space and discussions on language development in their Discussion Circle groups throughout a 16-week semester. Another finding suggests that a shared story, in this case, one of disrupted bilingual development, among the instructor and students influences conceptual change related to learning and teaching in multicultural and multilingual classrooms. Creating conditions for students to take ownership of their learning, safely share their experiences and assumptions, and self-interrogate, and to consider accessibility are included as implications and directions for future work.

Keywords

practitioner inquiry, online asynchronous learning, hybrid learning, bilingual identity development

Document Type

Dissertation

Language

English

Degree Name

Educational Linguistics

Level of Degree

Doctoral

Department Name

Language, Literacy, and Sociocultural Studies

First Committee Member (Chair)

Dr. Lois Meyer

Second Committee Member

Dr. Charlotte Nirmalani Gunawardena

Third Committee Member

Dr. Jill Morford

Fourth Committee Member

Dr. Michael Schwartz

Comments

I'm simply resubmitting to account for revisions to acknowledgements.

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