Cultural and Linguistic Struggles and Solidarities of Emirati Learners in Online Classes during the COVID-19 Pandemic

Autor/in	Hopkyns, Sarah
Titel	Cultural and Linguistic Struggles and Solidarities of Emirati Learners in Online Classes during the COVID-19 Pandemic
Quelle	In: Policy Futures in Education, 20 (2022) 4, S.451-468 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Hopkyns, Sarah)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1478-2103
DOI	10.1177/14782103211024815
Schlagwörter	Online Courses; COVID-19; Religious Factors; Foreign Countries; Higher Education; Educational Change; Cultural Influences; Teaching Methods; Learning Processes; Barriers; Phenomenology; Undergraduate Students; Student Attitudes; English (Second Language); Language of Instruction; Second Language Learning; Language Proficiency; Case Studies; Females; Video Technology; Audio Equipment; Technology Uses in Education; Islamic Culture; Gender Differences; Acoustics; Privacy; Family Environment; Peer Evaluation; Self Concept; Sociolinguistics; Inclusion; Disadvantaged; United Arab Emirates + Suchen Sie Ihr Suchwort? Online course; Online-Kurs; Ausland; Hochschulbildung; Hochschulsystem; Hochschulwesen; Bildungsreform; Cultural influence; Kultureinfluss; Teaching method; Lehrmethode; Unterrichtsmethode; Learning process; Lernprozess; Phenomenological psychology; Phänomenologie; Psychologie; Schülerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Teaching language; Unterrichtssprache; Zweitsprachenerwerb; Language skill; Language skills; Sprachkompetenz; Case study; Fallstudie; Case Study; Weibliches Geschlecht; Audio-CD; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Islam; Kultur; Geschlechterkonflikt; Akustik; Privatsphäre; Familienmilieu; Selbstkonzept; Soziolinguistik; Inklusion; Vereinigte Arabische Emirate
Abstract	The ongoing global COVID-19 pandemic has caused unprecedented shifts in higher education worldwide, with some nations more adversely affected than others. Since the onset of the crisis, almost all education abruptly moved to 'emergency remote teaching and learning'. While the United Arab Emirates has been praised for its swift and effective responses, unique cultural and linguistic dynamics in this region present additional challenges for teaching and learning. This article presents empirical data from a qualitative phenomenological case study investigating female Emirati university students' (n = 69) perspectives on the use of video cameras and microphones in online classes. Students' reflective writing and researcher observations in autumn 2020 revealed discomfort using video cameras and microphones due to a range of cultural and linguistic factors. Such factors include Islamic beliefs relating to modesty, home as a gendered space, noise considerations, concerns about privacy, struggles with language in their English-medium instruction university and fear of judgement from peers. Data are interpreted thematically using intersectionality together with Goffman's theories of everyday interaction, stigma and relative deprivation, through which complexities of learner identities are explored. Practical suggestions are made on ways to adapt online learning to better suit the cultural and sociolinguistic realities of periphery and Global South contexts. It is argued that greater efforts need to be made toward inclusion of marginalized learners during the COVID-19 period. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/4/11