This paper explores the disruption of space, place, and material conditions brought on by the migration of traditional on-site language teaching to emergency remote teaching (ERT) in an English for Academic Purposes (EAP) program designed to bridge international students into higher education. We focus on two aspects of language teaching considered essential to academic success: student engagement and academic integrity. Through the Deleuzian concept of assemblage and post-qualitative inquiry, data vignettes from interviews with 12 teacher participants are presented to examine the contingency and relationality between the affordances of technological tools and the absence of embodied connection brought on by the move to ERT. Data vignettes are linked to map how instructors’ perceptions of student engagement mediated through space, place, and materials, inadvertently shape/are shaped by perceptions of academic dishonesty.
The researchers used a duo-ethnographic approach to examine mathematics and science teacher-candidates (TCs) experiences with a Multiliteracies Across the Curriculum course during the pandemic and how the shift to online delivery impacted their attitudes. Through one researcher’s course reflections and students’ anonymous course survey comments in 2020, the research revealed that some TCs lack of exposure to literacy-based teaching impacted their literacy identities and initial resistance to the course. However, the shift to online learning, increased course relevance, exposure to diverse online methodologies and multiliterate tools seemed to have positively impacted mathematics and science TCs attitudes toward Multiliteracies Across the Curriculum compared to previous years.
Literacy research highlights a need to explore the way literacy is used in the classroom and how current practices engage students with aspects of humanity and social justice. This doctoral research took place as a classroom inquiry that examined the potential for multicultural literature to expand adolescent learners’ worldviews and shape their perceptions as global citizens. From a constant stance of reflexivity, this teacher researcher recalls a dynamic eighth-grade language arts classroom as they engaged with multicultural books and real-life events, before and during a pandemic. This paper focuses on select themes and subthemes emerging from pedagogical practices used in the classroom throughout the study. Notions of time, space, place, and identity detail an intentional and purposeful pedagogy as learners interacted with literacy within and beyond their classroom community.
This paper illustrates the findings from year three of a five-year research project where participants were asked to multimodally re-conceptualize their understandings about content and disciplinary literacy practices from a mandatory Bachelor of Education literacy course. Data collection includes transcribed interviews, professor feedback, in-class conversations with peers, multimodal artefacts, and participant notes taken during a gallery walk. Findings show that life experiences, transmediation processes, peer group sharing, and facility with modes and media contributed to deep understanding about multiliteracies practices, course content, and assessment techniques. Findings reveal that learning opportunities transcend disciplines, space, and time while enriching identity formation.
Back issues of Language and Literacy / Langue et littératie