English language instruction as ‘co-creation': a new CHAT model for integrating mobile technologies in advanced TEFL

 

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dc.contributor.advisor Hardman, Joanne
dc.contributor.author Lilley, Warren
dc.date.accessioned 2020-11-11T12:05:37Z
dc.date.available 2020-11-11T12:05:37Z
dc.date.issued 2020_
dc.identifier.citation Lilley, W. 2020. English language instruction as ‘co-creation': a new CHAT model for integrating mobile technologies in advanced TEFL. . ,Faculty of Humanities ,School of Education. http://hdl.handle.net/11427/32386 en_ZA
dc.identifier.uri http://hdl.handle.net/11427/32386
dc.description.abstract English Language education within South African universities currently faces a crisis of access. The #Must Fall movements have highlighted the many historical, economic, political and English language barriers local students face in meeting the demands of higher education. At the same time, universities face an issue of funding, where, to remain accessible requires further internationalisation and a commitment to English language instruction. Research has advocated that pedagogies employing emerging technologies (ETs), like mobile devices, may be able to overcome these issues of access as they are not hindered by limited student space and can be immediately deployed. However, there is a paucity of research which demonstrates how ET's affordances can be meaningfully mobilised in English language instruction, especially within postcolonial contexts. In this thesis, I seek to understand and find drivers for local, English language pedagogical change which draws on mobile technology. This study is anchored within the critical tradition of Cultural Historical Activity Theory (CHAT) and its encompassing Expansive Learning theory of development. Using a participatory, formative approach to research-interventions, I describe a seven-week, ‘blended' adaptation of CHAT's Change Laboratory (CL) method. The CL chronicles language teachers', from a South African university's language centre, development towards meaningful integration of mobile technologies for instructing Advanced language students. Applying a CHAT lens, I critically trace the development of participants' expansive agency towards the model's creation as well as highlight influential aspects of the ‘blended' CL design I employed. Findings from this research-intervention suggest that relations of power are intricately inscribed in the integration of mobile technologies for language teaching. Participants' initial primary contradictions emanated from the object towards the rules, division of labour and mediators, which centralised teachers' positions in their classrooms. The meaningful integration of mobile technologies was only realised by participants when these contradictions were unpacked, resulting in a language pedagogy emphasising instruction as ‘co-creation' between students and teachers. I propose this pedagogical model holds significant potential for the meaningful use of mobile technologies in similar postcolonial contexts. Moreover, I stipulate that the ‘blended' CL method is a significant development for future formative interventions in the modern workspace.
dc.subject Education
dc.title English language instruction as ‘co-creation': a new CHAT model for integrating mobile technologies in advanced TEFL
dc.type Doctoral Thesis
dc.date.updated 2020-11-11T07:51:56Z
dc.language.rfc3066 eng
dc.publisher.faculty Faculty of Humanities
dc.publisher.department School of Education
dc.type.qualificationlevel Doctoral
dc.type.qualificationlevel PhD
dc.identifier.apacitation Lilley, W. (2020). <i>English language instruction as ‘co-creation': a new CHAT model for integrating mobile technologies in advanced TEFL</i>. (). ,Faculty of Humanities ,School of Education. Retrieved from http://hdl.handle.net/11427/32386 en_ZA
dc.identifier.chicagocitation Lilley, Warren. <i>"English language instruction as ‘co-creation': a new CHAT model for integrating mobile technologies in advanced TEFL."</i> ., ,Faculty of Humanities ,School of Education, 2020. http://hdl.handle.net/11427/32386 en_ZA
dc.identifier.vancouvercitation Lilley W. English language instruction as ‘co-creation': a new CHAT model for integrating mobile technologies in advanced TEFL. []. ,Faculty of Humanities ,School of Education, 2020 [cited yyyy month dd]. Available from: http://hdl.handle.net/11427/32386 en_ZA
dc.identifier.ris TY - Doctoral Thesis AU - Lilley, Warren AB - English Language education within South African universities currently faces a crisis of access. The #Must Fall movements have highlighted the many historical, economic, political and English language barriers local students face in meeting the demands of higher education. At the same time, universities face an issue of funding, where, to remain accessible requires further internationalisation and a commitment to English language instruction. Research has advocated that pedagogies employing emerging technologies (ETs), like mobile devices, may be able to overcome these issues of access as they are not hindered by limited student space and can be immediately deployed. However, there is a paucity of research which demonstrates how ET's affordances can be meaningfully mobilised in English language instruction, especially within postcolonial contexts. In this thesis, I seek to understand and find drivers for local, English language pedagogical change which draws on mobile technology. This study is anchored within the critical tradition of Cultural Historical Activity Theory (CHAT) and its encompassing Expansive Learning theory of development. Using a participatory, formative approach to research-interventions, I describe a seven-week, ‘blended' adaptation of CHAT's Change Laboratory (CL) method. The CL chronicles language teachers', from a South African university's language centre, development towards meaningful integration of mobile technologies for instructing Advanced language students. Applying a CHAT lens, I critically trace the development of participants' expansive agency towards the model's creation as well as highlight influential aspects of the ‘blended' CL design I employed. Findings from this research-intervention suggest that relations of power are intricately inscribed in the integration of mobile technologies for language teaching. Participants' initial primary contradictions emanated from the object towards the rules, division of labour and mediators, which centralised teachers' positions in their classrooms. The meaningful integration of mobile technologies was only realised by participants when these contradictions were unpacked, resulting in a language pedagogy emphasising instruction as ‘co-creation' between students and teachers. I propose this pedagogical model holds significant potential for the meaningful use of mobile technologies in similar postcolonial contexts. Moreover, I stipulate that the ‘blended' CL method is a significant development for future formative interventions in the modern workspace. DA - 2020_ DB - OpenUCT DP - University of Cape Town KW - Education LK - https://open.uct.ac.za PY - 2020 T1 - English language instruction as ‘co-creation': a new CHAT model for integrating mobile technologies in advanced TEFL TI - English language instruction as ‘co-creation': a new CHAT model for integrating mobile technologies in advanced TEFL UR - http://hdl.handle.net/11427/32386 ER - en_ZA


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