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

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.

Grantor

School of Education

Year dc:date.issued

2020

Author dc:creator

• Lilley, Warren

Advisor dc:contributor.advisor

• Hardman, Joanne

• Education

Handle dc:identifier.uri

http://hdl.handle.net/11427/32386

OAI identifier oai:identifier

oai:open.uct.ac.za:11427/32386