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“We are doing Distanskurs!”: (Re)thinking the “distance” in online language education encounters. Addressing the decolonial and boundary turn in transformative learning
Dalarna University, Falun, Sweden.
Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.ORCID iD: 0000-0002-1846-858X
2015 (English)In: 16th Biennial Conference (EARLI 2015), 2015Conference paper (Refereed)
Abstract [en]

As Technology Mediated Communication increasingly becomes a dimension of everyday life across the globe, individuals have access to alternative ways of engaging in learning practices on-the-go. Learning becomes participation in distributed networks of relationships across geopolitical and virtual spaces. Our study draws upon an anthropologically framed project at the CCD research group in Sweden, where data includes approximately 80 hours screen recordings of online sessions of an Italian for Beginners course offered by a Swedish university as well as national policy documents related to “distance education” (2000-present) in the geopolitical space of Sweden. Sociocultural and postcolonial framings are deployed with the aim of i) examining the languaging ‘in situ’ when the shared space(s) of the virtual classroom include a range of practices that occur at the boundaries of different online communities and multimodal languaging, and ii) investigating the relationship between the openness and parallel closure of online glocal spaces. Mobility questions conventional conceptions of language wherein ideal communities of speakers are located in ‘a’ physical space where the learning object, a target language is supposed to be used. Attending to the fallacy of thinking in terms of fieldwork in static geopolitical-linguistic spaces and communities, our analysis shows that mobility of learning on-the-go dismantles dichotomies like real-virtual, f2f-technology mediated, highlighting a nexus-like perspective. Dismantling notions of one nation-one language, facilitated by emerging media practices, it is suggested, also challenges dominant language ideologies based on monolingual-monomodal communication.

Place, publisher, year, edition, pages
2015.
Keyword [en]
Qualitative methods, Educational technology, Second language acquisition, Culture
National Category
Pedagogy
Research subject
Education
Identifiers
URN: urn:nbn:se:hj:diva-33553OAI: oai:DiVA.org:hj-33553DiVA: diva2:1047493
Conference
16th Biennial Conference (EARLI 2015), Towards a reflective society: Synergies between learning, teaching and research, Cyprus, August 25-29 August, 2015
Available from: 2016-02-06 Created: 2016-11-17 Last updated: 2016-11-17Bibliographically approved

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CiteExportLink to record
Permanent link

Direct link
Cite
Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • Other style
More styles
Language
  • de-DE
  • en-GB
  • en-US
  • fi-FI
  • nn-NO
  • nn-NB
  • sv-SE
  • Other locale
More languages
Output format
  • html
  • text
  • asciidoc
  • rtf