Translocating Classroom Discourse Practices during the Covid-19 Pandemic in China: A reflective Nexus Analysis Account

Iranian Journal of Language Teaching Research

卷:8

Andrew Jocuns¹  Lishi Zhang¹  Xiaorui Huang²  Liping Shi³  Yang Zhang³  Yumei Zhang³  TingTing Yin⁴  Xiangyue Gu⁵ 

[1] Assumption University of Thailand;

[2] Chongqing University of Education;

[3] Heilongjiang International University;

[4] Sichuan University of Arts and Science;

[5] Yuxi Normal University;

关键词: covid-19;    classroom discourse;    nexus analysis;    case studies;   

DOI  :  

来源: DOAJ

【 摘 要 】

The present study is a reflective nexus analysis of classroom discourse practices that emerged during theCovid-19 pandemic crisis induced online teaching and learning. Nexus analysis is an action focused approachto discourse analysis that incorporates aspects of ethnography to examine that actions that make up thediscourse in complex social behavior. Through a series of case studies, we examine how teachers adapted toteaching and their reflections on the classroom discourse practices that emerged and their reflections onhow students adapted to online learning. Using the initiation-response-evaluation sequence (IRE) as a meansof comparison across the case studies we discuss how teachers developed novel practices in the online worldwhere the IRE emerged in either flipped or blended practices. Both teachers and students had adapted tothis new context in becoming online teachers and online learners navigating new subject positions thatreflect Gee’s big ‘D’ Discourse. The study also illustrates how nexus analysis can be used as a reflectiveanalysis through an examination of the discourses in place, interaction order, and historical body(ies) thatwere affected by the move to online teaching during the Covid-19 pandemic.

【 授权许可】

Unknown