Mode-switching as Face-saving Resource in a Synchronous Online Class about Linguistic Racism

Michael B. Sherry; Mandie Bevels Dunn; Jessica O'Brien

doi:10.1016/j.linged.2022.101139

Mode-switching as Face-saving Resource in a Synchronous Online Class about Linguistic Racism

Michael B. Sherry, Mandie Bevels Dunn, Jessica O'Brien

University of South Florida

Research output: Contribution to journal › Article › peer-review

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)

Original language	American English
Article number	101139
Journal	Linguistics and Education
Volume	73
DOIs	https://doi.org/10.1016/j.linged.2022.101139
State	Published - Jan 1 2023

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10.1016/j.linged.2022.101139License: Unspecified

http://digitalcommons.usf.edu/tal_facpub/756

Cite this

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AB - 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)

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