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  • 101.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Språkets identiteter och identitetens språk [The identities of languages and the languages of identities]: Komplexitet och gränser i utbildningspraktiker over tid och rum [Complexities and boundaries in educational practices across time and space]2012In: Resultatdialog 2012 / [ed] Vetenskapsrådet, 2012Conference paper (Other academic)
  • 102.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Swedish research on deaf bilingualism with a focus on literacies2002Conference paper (Other academic)
  • 103.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Talk about bilingualism and bilingual talk2009Conference paper (Other (popular science, discussion, etc.))
  • 104.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Tecken i kommunikation & identitet: specialskolan & vardagsdeltagande1999In: Möten: en vänbok till Roger Säljö / [ed] Ullabeth Sätterlund Larsson, Kerstin Bergqvist, Linköping: Linköpings universitet , 1999, p. 111-139Chapter in book (Other academic)
  • 105.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    The “acquisition” of blindness in communicative spaces2007Conference paper (Refereed)
  • 106.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    The boundary-turn: reflections on language, culture and identity through the epistemological lenses of time, space and social interactions in the 21st century2011Conference paper (Other academic)
  • 107.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    The Boundary-Turn: Relocating Language, Culture and Identity through the epistemological lenses of time, space and social interactions2013In: Alternative Voices: (Re)searching Language, Culture and Identity... / [ed] Imtiaz Husnain, Sangeeta Bagga-Gupta & Shailendra Mohan, England: Cambridge Scholars Publishing , 2013, p. 28-49Chapter in book (Refereed)
  • 108.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    The KKOM-DS (CCD) research group: implications and issues for education based on research2009Conference paper (Other academic)
  • 109.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Tid, rum och visuell tvåspråkighet2001In: Interaktion i pedagogiska sammanhang / [ed] Sverker Lindblad, Fritjof Sahlström, Stockholm: Liber , 2001, p. 125-142Chapter in book (Refereed)
  • 110.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Utvärderingen av statliga specialskolor [Evaluation of the State Special Schools]1997Report (Other academic)
  • 111.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Vadå interkulturellt?: En sociohistorisk och tvärgeografisk blick på det som vi kallar kultur2010In: Specialpedagogisk tidskrift : att undervisa, ISSN 2000-429X, Vol. 3, p. 15-18Article in journal (Other (popular science, discussion, etc.))
  • 112.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Vardagskommunikation, lärande och måluppfyllelse i tvåspråkiga regionala specialskolor2002Report (Refereed)
  • 113.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Variations and modalities in languaging: the writing, talking, signing human being and communities of practices2012Conference paper (Refereed)
  • 114.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Visual language environments: exploring everyday life and litearcies in Swedish deaf bilingual schools2000In: Visual Anthropology Review, ISSN 1058-7187, E-ISSN 1548-7458, Vol. 15, no 2, p. 95-120Article in journal (Refereed)
  • 115.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Visual or visually oriented?: What can one learn from research on bilingual models in Sweden2008Conference paper (Other academic)
  • 116.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Visually oriented language use: discursive and technological resources in Swedish deaf pedagogical arenas2004In: To the lexicon and beyond: sociolinguistics in European deaf communities / [ed] Mieke Van Herreweghe, Myriam Vermeerbergen, Washington D.C.: Gallaudet University Press , 2004, p. 171-207Chapter in book (Refereed)
  • 117.
    Bagga-Gupta, Sangeeta
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Visually-oriented participation and learning. Contributions from Deaf Studies, Multilingual Studies and Literacy Studies to an education-for-all2017Conference paper (Refereed)
  • 118.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    What can we learn from a “Third-Position” in the deaf education area?: A case study of Swedish deaf education2012Conference paper (Other academic)
  • 119.
    Bagga-Gupta, Sangeeta
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    What, where, when, why and for whom is Language? Democratic and equity issues inside and outside school2016Conference paper (Refereed)
  • 120.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Allard, Karin
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    St John, Oliver
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Nordmark, Marie
    KKOM-DS.
    Understanding communication and identities in culturally diverse school settings in present day Sweden: empirical explorations from 3 different language profile schools in present day Sweden2008Conference paper (Refereed)
  • 121.
    Bagga-Gupta, Sangeeta
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Almén, A.
    Inscriptions and digitalization initiatives across time in the nation-state of Sweden. The relevance of shifts and continuities in policy accounts for teachers workManuscript (preprint) (Other academic)
  • 122.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Domfors, Lars-Åke
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Language, Social History and Politics: Critical Reflections - Swedish Deaf Education2002In: A reader in inclusion of deaf people in education and society: a cross cultural analysis of policies and practices / [ed] Patricia Mudgett-DeCaro, Chelmsford, MA: Courier Custom Publishing , 2002, p. 28 pgs-Chapter in book (Refereed)
  • 123.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Pedagogiska institutionen.
    Domfors, Lars-Åke
    Örebro universitet, Pedagogiska institutionen.
    Notions of deaf identity in the minority period in Sweden1997Conference paper (Refereed)
  • 124.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Pedagogiska institutionen.
    Domfors, Lars-Åke
    Örebro universitet, Pedagogiska institutionen.
    Pedagogical issues in Swedish deaf education2003In: Many ways to be deaf: international variation in deaf communities / [ed] Leila Monaghan, Washington DC: Gallaudet University Press , 2003, p. 67-88Chapter in book (Refereed)
  • 125.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Pedagogiska institutionen.
    Erting, Carol
    Cross-cultural explorations in deaf bilingualism: Sweden and the United States2002Conference paper (Refereed)
  • 126.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Evaldsson, Ann-CaritaUppsala universitet, Uppsala, Sverige.Liberg, CarolineUppsala universitet, Uppsala, Sverige.Säljö, RogerGöteborgs universitet, Göteborg, Sverige.
    Literacy-praktiker i och utanför skola2013Collection (editor) (Refereed)
  • 127.
    Bagga-Gupta, Sangeeta
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Feilberg, Julie
    Norwegian University of Science and Technology.
    Hansen, Aase L.
    Norwegian University of Science and Technology.
    Many-ways-of-being across sites. Identity as (inter)action2017In: Identity revisited and reimagined: Empirical and theoretical contributions on embodied communication across time and space / [ed] S. Bagga-Gupta, A. L. Hansen & J. Feilberg, Rotterdam: Springer, 2017, p. 5-23Chapter in book (Refereed)
  • 128.
    Bagga-Gupta, Sangeeta
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Golden, A.
    Holm, L.
    Laursen, H. P.
    Pitkänen-Huhta, A.
    Reconceptualizing Connections between Language, Learning and LiteracyManuscript (preprint) (Other academic)
  • 129.
    Bagga-Gupta, Sangeeta
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Gynne, Annaliina
    Mälardalen University.
    Chaining: the use of language resources including literacies on the move2017Conference paper (Refereed)
  • 130.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Gynne, Annaliina
    Mälardalen University.
    Young people’s languaging and multimodal practices: “Bilingualism” in a Swedish school and in virtual spaces2014Conference paper (Refereed)
    Abstract [en]

    The study presented in this paper examines young people’s languaging in two separate, though intertwined spaces; in a ”bilingual” school in Sweden and in social media spaces.  The study is part of a larger project which explores young people’s doing of multilingualism as well as social positioning in and through everyday social practices where literacy, including multimodality, is salient. The project is framed within debates on linguistic and cultural minorities more generally. However, it has followed a group of 11-13 year old children both inside a Sweden Finnish (minority) bilingual school and in virtual spaces.

    Anchored in perspectives that highlight the social construction of reality, and located in the geopolitical spaces of Sweden, but also glocal digital spaces, the present study investigates everyday life in an educational setting where Swedish and Finnish are used as the primary languages of instruction as well as social media settings where both multilingual and multimodal aspects are salient. The following issues are empirically discussed in the paper: What types of languaging resources, including different language varieties and literacies do young people enjoy in different arenas – institutional school practices and in social media? How, and in what ways, are aspects of communicative repertoires and modalities related in these practices?

    Broadly, this study takes sociocultural perspectives on learning and communication and ethnographic perspectives including videotaping and virtual ethnography as methodological points of departure. The data include video recordings of classroom interaction, screen grabs of participants’ interaction in social media and participant observations in both spaces. Thus, analytical descriptions of everyday mundane activities and language usage from classroom settings and web-arenas form the basis for throwing light upon linguistic and multimodal repertoires that the young people are members of. Furthermore, the analysis explores the interconnectedness of different oral, written and multimodal language varieties in human meaning-making.

  • 131.
    Bagga-Gupta, Sangeeta
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Hansen, Aase L.Norwegian University of Science and Technology.Feilberg, JulieNorwegian University of Science and Technology.
    Identity revisited and reimagined: Empirical and theoretical contributions on embodied communication across time and space2017Collection (editor) (Refereed)
  • 132.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Hasnain, Imtiaz
    Alighar University, India.
    Mohan, Shailendra
    Pune University, India.
    Introduction: (re)searching language, culture and identity2013In: Alternative Voices: (re)searching language, culture and identity / [ed] Imtiaz Husnain, Sangeeta Bagga-Gupta, Shailendra Mohan, Newcastle upon Tyne: Cambridge Scholars Publishing , 2013, p. 1-27Chapter in book (Refereed)
  • 133.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Holmström, Ingela
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Enabling and Disabling Participation.: Handling technologies in institutional settings.2013Conference paper (Refereed)
  • 134.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Holmström, Ingela
    Department of Linguistics, Stockholm University, Sweden.
    Language, Identity and Technologies in classrooms for the differently-abled2015In: Communication Disorders, Deaf Studies & Hearing Aids, ISSN 2375-4427, Vol. 3, no 4, p. 1-19Article in journal (Refereed)
    Abstract [en]

    This paper reports upon some of the overarching findings from project CIT (www.oru.se/project/cit) at the CCD research network based environment in Sweden. It highlights the ways in which individuals and institutions both use and also account for the roles that technologies, particularly hearing-technologies (like sound amplifying technologies, outer ear hearing aids, cochlear implants, bone anchored hearing aids etc.), play in disabling and enabling access for participation in societal arenas generally and learning in mainstream and segregated school settings particularly. Taking both a sociocultural oriented perspective and a decolonial framework on communication, identity positions and use-of-technologies, the study presented in this paper focuses ethnographically framed analysis of data that critically explores the role that different types of technologies play in the lives of individuals who are deaf. Some previous and ongoing analysis of data from a mainstream school where a blind child is a member is also drawn upon for contrastive purposes (JC project). Data and relevant findings from the following parallel Deaf Studies projects at CCD are also drawn upon: RGD project, SS project and LISA-21 project.

     

  • 135.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Holmström, Ingela
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    ”Technologies at work”: a sociohistorical analysis of human identities and communication : focus upon CI and language2011Conference paper (Refereed)
  • 136.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Lyngvaer Hansen, Aase
    Muruvik Vonen, Arnfinn
    Visually oriented multilingual communication in the classroom2009Conference paper (Refereed)
  • 137.
    Bagga-Gupta, Sangeeta
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Lyngvær Hansen, A.
    Feilberg, J.
    Identity (re)visited and (re)imagined. Empirical and theoretical contributions on the nature of diversity across time and space2017Conference paper (Refereed)
  • 138.
    Bagga-Gupta, Sangeeta
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Maräk Leffler, J.
    Mobalizing intersectionality through a focus on social-textual practices: Recognizing or marginalizing Sami, deaf and immigrants?2016Conference paper (Refereed)
  • 139.
    Bagga-Gupta, Sangeeta
    et al.
    Jönköping University, School of Education and Communication, HLK, School Based Research, Teaching and Learning Language, Literature and Media. Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Messina Dahlberg, Giulia
    Skövde University, Sweden.
    Heterogeneity in the areas of language and identity. Trajectories and mobilizations of neologisms in the 21st century2017In: Apples - Journal of Applied Language Studies, ISSN 1457-9863Article in journal (Other academic)
  • 140.
    Bagga-Gupta, Sangeeta
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Messina Dahlberg, Giulia
    Languaging, diversity and neologisms. Reflections on the mobilization of terminologies in the 21st century2017Conference paper (Refereed)
  • 141.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Messina Dahlberg, Giulia
    Dalarna University.
    Learning on the go while staying at home: languaging in virtual learning spaces2014Conference paper (Refereed)
    Abstract [en]

    As Technology Mediated Communication increasingly becomes a dimension of human everyday life, individuals can engage in communication anywhere they go, without being concerned with logistical issues. Learning is understood as participation and distributed in networks of relationships across geographical spaces that come together when individuals communicate in virtual spaces. This allows an analytical focus on externalizing human experiences through a range of practices, inscriptions and technologies.

    The study presented in this paper has a twofold aim: (i) to present salient features of virtual institutional learning spaces where language learning is focused within higher education; (ii) discuss issues of fieldwork boundaries in netnographic research and theorise methodologies that follow participants not only across time and space but also across language varieties and modalities that are afforded when human-beings interact in synchronous virtual learning spaces.

    The empirical data in the study presented here is drawn from a larger project at the CCD (Communication, Culture and Diversity) research group in Sweden and includes netnographic data with approximately 40 hours of naturally occurring interactional material, generated through screen recordings of online sessions which are part of an Italian for Beginners course offered by a Swedish university. The present study investigates analytical and theoretical-methodological issues related to languaging and participation in virtual institutional environments from micro and macro levels. Sociocultural and postcolonial points of departure are deployed with the aim of throwing light upon netbased language learning and social positionings therein.

    The language varieties that are used in the virtual glocal community are framed in terms of what Pennycook calls complex ”mobile resources” (2012:27) that move across contexts and modes and across time and space. Mobility “affects the nature and function of the conventional conception of language in linguistics” (Blommaert, 2010:21) also when individuals in virtual language courses are not required to leave their homes and commute to a specific site where the course is offered.

  • 142.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Messina Dahlberg, Giulia
    Dalarna University.
    Learning on-the-go in institutional telecollaboration: Anthropological perspectives on the boundaries of digital spaces2015In: Researching Language Learner Interaction Online: From Social Media to MOOCs / [ed] Edward Dixon and Michael Thomas, CALICO , 2015Chapter in book (Refereed)
    Abstract [en]

    As Digitally Mediated Communication increasingly becomes a dimension of everyday life across the globe, a greater number of individuals have access to newer ways of engaging in learning practices on-the-go. Learning here, i.e. in institutionalized educational settings like the videoconferencing program Adobe Connect explicitly can be conceptualized in terms of participation in distributed networks of relationships across both physical geopolitical as well as virtual spaces.

    The study presented here is interested in (i) examining the nature of languaging ‘in situ’ in digital institutional learning settings like virtual classroom, including the types of practices that unfold at the boundaries of different glocal communities, and (ii) throwing light upon the relationship(s) between the openness and parallel closure of online glocal spaces. We draw upon ethnographic data from a project at the CCD[1] research group in Sweden. Our anthropologically framed study takes sociocultural and postcolonial perspectives as points of departure and focuses upon screen recordings of online sessions of an Italian for Beginners course (80 hours) offered by a Swedish university.

    Sociocultural and postcolonial perspectives on culture, language and identity allow us to empirically investigate how students in cyber communities negotiate and co-construct SpaceTime as a single dimension during the institutionally framed agenda of an online language course focused in this study. We argue that in order to understand and empirically study such encounters (or sites of engagement) it is fruitful to use the epistemological lenses of TimeSpace as well as the postcolonial concepts of Third Space and Hybridity. This allows us an analytical shift in focus, from what happens inside a space or a community, to what occurs at the boundaries, in-between (virtual) spaces.

    Our results highlight the need to focus the distributed-discursive and the discursive-technological constitution of participants’ worlds i.e. humans-in-concert-with-artifacts in the shared space(s) of the virtual classroom, where the boundaries of what is real-tangible and what is curtailed-obscure become both fluid-diffuse and concrete-tangible. 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.

    [1]www.oru.se/humus/ccd/

  • 143.
    Bagga-Gupta, Sangeeta
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Messina Dahlberg, Giulia
    Faculty of Librarianship, Information, Education and IT, University of Borås, Borås, Sweden.
    Meaning-making or heterogeneity in the areas of language and identity? The case of translanguaging and nyanlända (newly-arrived) across time and space2018In: International Journal of Multilingualism, ISSN 1479-0718, E-ISSN 1747-7530, Vol. 15, no 4, p. 383-411Article in journal (Refereed)
    Abstract [en]

    The study presented here, theoretically framed at the crossroads of sociocultural and decolonial perspectives, draws attention to the sudden proliferation of two specific neologisms in the area of language, education and identity across time and space. It particularly highlights concerns regarding the ways in which these are deployed within scholarship and in schools and teacher education currently in the nation-state of Sweden. The analysis presented in this paper throws critical light on the ways in which the emergence and proliferation of neologisms like translanguaging and nyanlända (newly-arrived) contribute towards (or confounds) issues related to communication and diversity in the educational sector. This is done by juxtaposing the trajectory and deployment of neologisms in relation to social practices across institutional spaces. Such an enterprise is important, given recent calls for flexibility against the backdrop of concerns regarding heterogeneous populations in schools in geopolitical spaces like Sweden. Here expectations regarding both inclusion and learning goals for all students are prioritised agendas. We draw upon data from ethnographical projects at the CCD research group (www.ju.se/ccd) to make our case. This includes naturally occurring interactional data and textual data, for instance, current scholarship, directives from the national bodies in charge of schools and teacher education in Sweden.

  • 144.
    Bagga-Gupta, Sangeeta
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Messina Dahlberg, Giulia
    Mobilization of nomenclature in the language and diversity areas in learning and instuction2017Conference paper (Refereed)
  • 145.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Messina Dahlberg, Giulia
    Dalarna University.
    Online-offline learning spaces in language focused higher education: (re)visiting boundaries2014Conference paper (Refereed)
    Abstract [en]

    As Technology Mediated Communication increasingly becomes a dimension of everyday life in different parts of the globe, human-beings have access to substantially different ways of engaging in learning and instructional practices “on the go”. Logistical issues take on newer dimensions here. Learning gets more clearly framed in terms of participation in distributed networks of relationships across both geopolitical and virtual spaces. From a researcher position, this allows for an analytical focus upon externalizing human experiences through a range of practices, inscriptions and technologies.

    The study presented in this paper has a dual aim: (i) present salient features of virtual institutional spaces where language learning is focused within higher education; (ii) discuss issues of fieldwork boundaries in netnography and theorise methodologies that follow participants both across time and space and across language varieties and modalities that are afforded when human-beings communicate in synchronous online-offline spaces (Bagga-Gupta, Messina Dahlberg & Gynne, 2014).

    The empirical data focused here is drawn from a large project at the Communication, Culture and Diversity, CCD research group in Sweden (www.oru.se/humus/ccd/) which includes 80 hours of naturally occurring interactional materials, generated through screen recordings of online sessions of an Italian for Beginners course offered by a Swedish university (www.oru.se/english/research/CINLE, Dahlberg & Bagga-Gupta, 2013). The study investigates analytical and theoretical-methodological issues related to languaging and participation in virtual institutional environments across micro-macro scales. Sociocultural and postcolonial framings are deployed with the aim of throwing light upon netbased language learning and social positionings therein.

    The language varieties used in the virtual glocal community we focus are framed in terms of complex ”mobile resources” (Pennycook, 2012:27) that shift fluidly across contexts, modes, time and space (Bagga-Gupta, 2013). Mobility “affects the nature and function of the conventional conception of language in linguistics” (Blommaert, 2010:21) when human-beings are not required to leave their physical settings in order to participate in the physical sites where a course is delivered.

    Our preliminary findings suggest that interactional spaces of virtual courses are co-created by members in the situated-distributed practices across space and time. The epistemologies of ‘Timespace’ in such open-spaces are contingent upon members’ (im)mobility in that they are participants in different constellations distributed in online-offline spaces simultaneously. Here the notion of mobility is twofold: on the one hand, participants negotiate their rights as members of online glocal spaces of the virtual classroom across the boundaries of different geopolitical locations; on the other hand mobility is framed in terms of the manipulation of offline-online information and artifacts in the virtual collaborative setting. Attending to the fallacy of thinking in terms of fieldwork in static geopolitical spaces and communities, our take on mobility is also related to dismantling the dichotomies real/virtual, face-to-face/technology-mediated, etc in favour of a nexus-like perspective. Here the focus lies on the distributed-discursive constitution of the participants’ worlds in concert with artifacts where the boundaries of what is real and tangible and what is curtailed and obscure become both fluid-diffuse and concrete-tangible.

  • 146.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Messina Dahlberg, Giulia
    Dalarna University, Falun, Sverige.
    Socialization in glocal communities of practices: Becoming a group in virtual learning sites2013Conference paper (Refereed)
  • 147.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Messina Dahlberg, Giulia
    Dalarna University.
    Unimodal behaviors in multimodal bilingual virtual learning settings: languaging in online synchronous higher educational environments2011Conference paper (Refereed)
  • 148.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Messina Dahlberg, Giulia
    Dalarna University.
    Virtual learning sites as transnational borderlands: dialogical approaches to participants 'multilingual-modal' languaging2012Conference paper (Refereed)
  • 149.
    Bagga-Gupta, Sangeeta
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Messina Dahlberg, Giulia
    Gynne, A.
    Ethnography as fieldwork practice in and across physical-virtual spaces. Focusing current methodological practices2016Conference paper (Refereed)
  • 150.
    Bagga-Gupta, Sangeeta
    et al.
    Jönköping University, School of Education and Communication, HLK, Learning Practices inside and outside School (LPS), Communication, Culture & Diversity @ JU (CCD@JU).
    Messina Dahlberg, Giulia
    Gynne, A.
    Handling languaging during fieldwork, analysis and reporting in the 21st century. Aspects of ethnography as action in and across physical-virtual spacesManuscript (preprint) (Other academic)
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