Online affinity spaces in the foreign language classroom

dc.contributorJerez Rodríguez, Sonia
dc.creatorDiaz Borja, Gustavo
dc.date2023-02-27T15:29:59Z
dc.date2023-02-27T15:29:59Z
dc.date2023-02-27
dc.date.accessioned2023-09-06T21:47:37Z
dc.date.available2023-09-06T21:47:37Z
dc.identifierhttps://repositorio.unicordoba.edu.co/handle/ucordoba/7235
dc.identifier.urihttps://repositorioslatinoamericanos.uchile.cl/handle/2250/8708597
dc.descriptionOnline affinity spaces (OAS), whether formal or informal, have offered teachers of other languages an opportunity to share beliefs, values, interests, culture, but also to gain knowledge about different issues or topics. Furthermore, the social interactions held in these spaces are not only driven by personal interests but also by a desire to learn, innovate and self-direct their professional learning. However, even if OAS are usually held out of the classroom by teachers since they usually engage with new literacies such as social networks, webpages, blogs, or play video games, there is scarce evidence of studies among teachers of foreign languages and their everyday experiences, memberships, participation in OAS, and the integration of its features in their language lessons. Thus, this qualitative case study aimed at exploring five (5) foreign language teachers’ online affinity spaces living and learning and the features conveyed in their language classes during the Pandemic Covid 19. The study attempts to answer the following questions: How do teachers of foreign languages live and learn in online affinity spaces?, and, what features from Online Affinity spaces were conveyed in their language classes to provide a possible venue for learning during the Health crisis?. Data collection procedures such as online in-depth interviews, observations of video recorded classes, and the researcher’s diary were used. Secondary sources such as visual evidence from the participants’ interaction in online affinity spaces (OAS) was also considered. The results shed light on participants’ profiles, portals, personal and professional endeavors, content, and frequency of their participation in OAS. Most participants exhibit living and learning experiences in OAS driven by personal interests. They also demonstrate attempts to include OAS in their classes to construct social presence and support students’ collaboration, networking and communication, joining students towards a common endeavor, guiding them to participate and share content in their lessons. Further research is suggested to continue exploring the possibilities OAS offer teachers of other languages to become independent and collaborative problem solvers, communicators, negotiators, and designers of texts rather than only consumers.
dc.descriptionIntroduction 8
dc.descriptionTheoretical Framework 13
dc.descriptionConceptual Framework 13
dc.descriptionLiteracy 13
dc.descriptionNew Literacies as Social Situated Practices. 15
dc.descriptionAffinity Spaces to expand the boundaries of the classroom 18
dc.descriptionComponents and features of Affinity Spaces 21
dc.descriptionTable 1. 21
dc.descriptionSociocultural theory and affinity spaces 23
dc.descriptionLiterature Review 25
dc.descriptionAffinity spaces: uses and purposes. 25
dc.descriptionMethods 33
dc.descriptionResearch approach and design 33
dc.descriptionParticipants and context 34
dc.descriptionIntervention 34
dc.descriptionTabla 2. 34
dc.descriptionData collection 36
dc.descriptionEthical issues 37
dc.descriptionData Analysis 37
dc.descriptionTabla 3. 37
dc.descriptionFindings 39
dc.descriptionTeachers’ Living And Learning in OAS 39
dc.descriptionScreenshot 1 41
dc.descriptionScreenshot 2 43
dc.descriptionScreenshot 3 44
dc.descriptionScreenshot 4 46
dc.descriptionScreenshot 5 48
dc.descriptionScreenshot 6 51
dc.descriptionScreenshot 7 54
dc.descriptionScreenshot 8 56
dc.descriptionFeatures Of Oas In The Classroom 56
dc.descriptionScreenshot 9 58
dc.descriptionScreenshot 10 59
dc.descriptionScreenshot 11 61
dc.descriptionScreenshot 12 62
dc.descriptionScreenshot 13 63
dc.descriptionTranscript 1 64
dc.descriptionScreenshot 14 65
dc.descriptionDiscussion 68
dc.descriptionConclusons 75
dc.descriptionFurther Research 77
dc.descriptionReferences 78
dc.descriptionMaestría
dc.descriptionMagíster en Enseñanza del Inglés
dc.descriptionTrabajos de Investigación y/o Extensión
dc.formatapplication/pdf
dc.formatapplication/pdf
dc.formatapplication/pdf
dc.languageeng
dc.publisherFacultad de Educación y Ciencias Humanas
dc.publisherMontería, Córdoba, Colombia
dc.publisherMaestría en Enseñanza del Inglés
dc.rightsCopyright Universidad de Córdoba, 2023
dc.rightshttps://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rightsinfo:eu-repo/semantics/openAccess
dc.rightsAtribución-NoComercial-SinDerivadas 4.0 Internacional (CC BY-NC-ND 4.0)
dc.subjectEspacios de afinidad en línea
dc.subjectNuevas literacidades
dc.subjectCaracteristicas de espacios de afinidad en línea
dc.subjectOnline affinity spaces
dc.subjectNew literacies
dc.subjectOnline affinity space features
dc.titleOnline affinity spaces in the foreign language classroom
dc.typeTrabajo de grado - Maestría
dc.typeinfo:eu-repo/semantics/masterThesis
dc.typehttp://purl.org/coar/resource_type/c_bdcc
dc.typeinfo:eu-repo/semantics/submittedVersion
dc.typeText
dc.typehttps://purl.org/redcol/resource_type/TM


Este ítem pertenece a la siguiente institución