4 - Pandemic Crisis: How Digitised Classroom Affect Second Language Acquisition among LGBT Students and Students of Non-Icelandic Origin
"Language is important in inculcating cultural identities and forge one’s identity. Through one’s verbal or written interaction, the form of utterance or interlocution and the content or one’s choice of words will reflect complex and rich backgrounds of one’s national, strata or individual iden...
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| Format: | Article in Journal/Newspaper |
| Language: | unknown |
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Underline Science Inc.
2021
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| Online Access: | https://dx.doi.org/10.48448/c928-h680 https://underline.io/lecture/36176-4---pandemic-crisis-how-digitised-classroom-affect-second-language-acquisition-among-lgbt-students-and-students-of-non-icelandic-origin |
| Summary: | "Language is important in inculcating cultural identities and forge one’s identity. Through one’s verbal or written interaction, the form of utterance or interlocution and the content or one’s choice of words will reflect complex and rich backgrounds of one’s national, strata or individual identity (Joseph, 2004). In the realm of second language acquisition (SLA) or foreign language learning (FLL), the conceptual link between identity and language acquisition in terms of pragmatics, discourse and sociolinguistics are greatly discussed (Anwaruddin, 2012; Edwards, 2009; Hernández, 2017; Morgan and Matthew, 2011; Pavlenko, 2006; Tamimi Sa’d, 2017; Menard-Warwick, 2005). A positive sense of identity obtained through English learning is also beneficial in motivating students to practice their agencies, facilitating not only the efficiency and effectiveness of learning but their social skills (Teng and Teng, 2019). Within the domain of language acquisition, one’s develop new idea and knowledge to add in their realm of identity. As a response to the current situation, over 1.7 billion of students worldwide has been affected due to school closure and the shift towards distance learning and blended learning in response to Coronavirus disease (COVID-19). The impact of COVID-19 has affected education, social dynamics and caused unknown drawbacks to LGBT and students of non-Icelandic origins. As proposed by Doshi (2011), risk is assessed by anticipation of severity and precaution should be calibrated to risk. With that in mind, the aim of this research is to investigate the clashes and intersections of gender, race and ethnicity within the domain of language acquisition after the pandemic in Iceland. In really understanding the challenges faced by LGBT and students of non-Icelandic origins, a mixed-method research will be conducted. Although the primary goal of this research is to find a big number of sample size to form a reliable and generalisable result (Kang and Wu, 2019; Adjerid and Kelley, 2018), a more realistic non-probability samples will be selected from the university students and secondary students until data saturation is reached (Strauss and Korbin, 1990). Should there be a need for primary students to participate, a new survey form will be obtained to cater to the level of the students. By using both quantitative and qualitative approaches to collect and analyse data a more pragmatic paradigm can be generated (Tashakori and Teddlie, 2008). To answer this exploratory question, an in-depth semi-structured interviews and questionnaires will be administered twice over twelve months to understand the experiences and the consistencies of students’ experiences in a gradual manner. As the existing literature to date points to the need of questionnaire measure focused on the unique minority stress experience faced by LGBT and students of non-Icelandic origins, modifications on an existing scale should be done. In order to revise the existing stress scale, a qualitative focus group and interviews should be generated. The scale will then undergoes pilot testing through web-based survey or through Google Forms. " |
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