Mode-switching as Face-saving Resource in a Synchronous Online Class about Linguistic Racism
Document Type
Article
Publication Date
2023
Digital Object Identifier (DOI)
https://doi.org/10.1016/j.linged.2022.101139
Abstract
Why might students in an online synchronous course about classroom communication opt to use simultaneous chat, rather than audiovisual participation, during a video teleconference call? Drawing on prior research about online discussions and video-mediated communication, we used critical discourse analysis to examine how prospective and practicing teachers in an English teacher education course at a university in the Southern US switched from the mode of video to chat during an online synchronous teleconference lesson on Black Language and linguistic racism in Secondary English teaching. We found that, aside from practical concerns regarding privacy and internet access, the White teacher participants chose chat to express perspectives on Black language that revealed both traces of their biases and emerging awareness regarding inclusive language pedagogy. We offer implications regarding online teaching of issues associated with language/education. (134)
Was this content written or created while at USF?
Yes
Citation / Publisher Attribution
Linguistics and Education, v. 73, art. 101139
Scholar Commons Citation
Sherry, Michael B.; Dunn, Mandie Bevels; and O'Brien, Jessica, "Mode-switching as Face-saving Resource in a Synchronous Online Class about Linguistic Racism" (2023). Teaching and Learning Faculty Publications. 756.
https://digitalcommons.usf.edu/tal_facpub/756
