University of Oulu

Riikka Tumelius & Leena Kuure (2020) Towards a shared vision of language, language learning, and a school project in emergence, Classroom Discourse, DOI: 10.1080/19463014.2020.1808495

Towards a shared vision of language, language learning, and a school project in emergence

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Author: Tumelius, Riikka1,2; Kuure, Leena1
Organizations: 1Research Unit for Languages and Literature, University of Oulu, Oulu, Finland
2Humak University of Applied Sciences, Kuopio, Finland
Format: article
Version: accepted version
Access: embargoed
Persistent link: http://urn.fi/urn:nbn:fi-fe2020100176354
Language: English
Published: Informa, 2020
Publish Date: 2022-03-08
Description:

Abstract

Technology development allows new ways of communication, learning and collaboration. This is reflected in the professional scenarios of language teaching. Modern curricula value participants’ interest and meaningful (inter)action as a basis for learning. Sensitivity is important in anticipating participants’ changing needs in modern learning environments, characterised by linguistic and technological hybridity, as well as novel pedagogical approaches. Language students, more familiar with teaching in the traditional classroom, need to appropriate new practices to orchestrate learning in settings requiring multiple activities simultaneously. This study explores how language students learn to manage complex pedagogical situations during a university course in which they create an online project for school children. During online chat sessions administered for the school pupils, the university lecturer’s office was an important site for negotiating and acting on pedagogical issues as well as practical matters arising from the work at hand. Nexus analysis was used as a research approach. Primary research materials include video recordings from the university lecturer’s office, chatlogs and reflection papers from students. The study is relevant for reconceptualising the changing roles of (language) teachers and provides new perspectives for language teacher education in a technology-rich world.

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Series: Classroom discourse
ISSN: 1946-3014
ISSN-E: 1946-3022
ISSN-L: 1946-3014
Volume: In press
DOI: 10.1080/19463014.2020.1808495
OADOI: https://oadoi.org/10.1080/19463014.2020.1808495
Type of Publication: A1 Journal article – refereed
Field of Science: 6121 Languages
Subjects:
Funding: This study was conducted partly with funding from the University of Oulu Scholarship Foundation.
Copyright information: © 2020 Informa UK Limited, trading as Taylor & Francis Group. This is an Accepted Manuscript of an article published by Taylor & Francis in Classroom Discourse on 08 September 2020, available online: https://doi.org/10.1080/19463014.2020.1808495.