Capturing student voice on TEFL syllabus design: Agenticity of pedagogical dialogue negotiation

Ahmadi, Reza; Hasani, Morteza

doi:10.1080/2331186x.2018.1522780

Cited by 12 publications

(5 citation statements)

References 36 publications

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“…Our current reality should be used to look beyond the now to future possibilities within the framework of inclusive 21st-century education for all. We should work together to develop a system that acknowledges the voices of families and pupils as a dialogic alternative that serves to construct new spaces for educational democracy [64], forcing us to rethink the educational cultures, policies, and practices that can be developed in classrooms to achieve a truly inclusive educational system [65].…”

Section: Limitations and Future Researchmentioning

confidence: 99%

Inclusion, Dyslexia, Emotional State and Learning: Perceptions of Ibero-American Children with Dyslexia and Their Parents during the COVID-19 Lockdown

et al. 2021

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The COVID-19 pandemic has transformed educational processes. This has had major consequences for students and, in particular, for those with special education needs. Dyslexic students suffer from widespread educational and legal invisibility, and information on their situation and that of their families during this health crisis is lacking. This article presents the results of an exploratory study based on two online surveys taken by parents (n = 327) and children with dyslexia (n = 203) through the Spanish Dyslexia Federation (acronym in Spanish “FEDIS”), the Dyslexia and Family Association (acronym in Spanish “DISFAM”), and the Ibero-American Organisation for Specific Learning Difficulties (acronym in Spanish “OIDEA”). Data were collected in May–July 2020. The results offer a comprehensive viewpoint (family and children) on the aspects that have helped and hindered learning, such as teacher and family support, emotional state, use of ICT, and the importance of the voluntary/association network. The study provides evidence of how lockdown and school closures have created additional difficulties for learning but also how certain educational processes have been bolstered with the support of technological resources that should serve as benchmarks for education policy and classroom practice.

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Section: Limitations and Future Researchmentioning

confidence: 99%

Inclusion, Dyslexia, Emotional State and Learning: Perceptions of Ibero-American Children with Dyslexia and Their Parents during the COVID-19 Lockdown

et al. 2021

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“…The teacher seems like a “boss” of students who says what to do and how to do it, as Jackson states (1990, p.31). Ahmadi and Hassani (2018) state hierarchical power relations passivize students and ignore their interest, voice, and individuality.…”

Section: Power In the Hands Of The Teacher The Figure Of Dignitymentioning

confidence: 99%

The reproduction of inequality in Turkey: Power distribution in a primary class*

İlhan

GNDZ

2022

Power and Education

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This paper aims to understand the nature of classrooms, “power containers” in Gidden’s words ( Giddens, 1986 , p.136), in terms of inequality and power share. Inequalities in education have been a by-passed subject in Turkey for a long time, and classroom practices remained “black boxes” ( Mehan, 1979 , p.4). Thus, after a brief summary of power issue in education, educational inequality discussions and their reflections in the Turkish context are discussed in the study. Then, the position teachers hold is discussed with references to history and society. Then, the 6-month observations and interviews conducted on the first grade are discussed both chronically and thematically. Beginning on the first day of school, the teacher held a higher position than the students and parents and distributed power share among students. Students were discriminated against according to their parents and cultural capital (language, strategies, communication style, and school materials). In accordance with the neoliberal policies, middle-class students and their parents were fronted in the classroom and they had more power than the others. However, lower-class students had little power and they were mostly criticized in the classroom. The strategies and advantages middle-class students had over lower-class ones are discussed in the study.

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“…Their study showed that promoting student voice in the organization of HE curricula is a more complex phenomenon than has been argued by researchers, and the students involved in their study expressed fairly critical attitudes regarding their involvement in course creation. According to the authors of this article, there are no studies examining student voice in distance FL course design or curriculum delivery in the context of HE in Poland and very few international ones (Abdou & Florence, 2021;Ahmadi & Hasani, 2018). Taking the above into consideration, this study aims to analyze whether university students in Poland (n = 626) would be willing to engage in distance FL course design, and if the knowledge of their learning preferences would be sufficient to present implications for FL distance course designers.…”

Section: Introductionmentioning

confidence: 99%

Student voice in distance FL course design and its practical implications

Muszynska,

Huertas-Abril

2023

JALTCALL

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The purpose of this research is to analyze whether university students would be willing to engage in distance foreign language (FL) course design, and if the knowledge of their preferences could be used to present guidelines for course designers. Student engagement is seen as crucial to graduates’ achievement in HE, especially in online courses, yet there are no studies examining student voice in distance FL course design or curriculum delivery in the context of HE in Poland and very few international ones. The study identified five dimensions and feedback as the basic constructs to analyze students’ preferences about learning design of distance foreign language courses. The research study design is quantitative with descriptive and correlational methods. Data were gathered from HE students (n = 626) studying in Poland. The results show statistically significant differences regarding students’ gender, age, and academic level. The findings suggest that the learning paths in a FL distance course in HE should be created by taking into account the language skills students want to practice, gender identity, educational stage, learning communities, and age. The latter can influence students’ willingness to co-design the course, the course content, and the type of interactions.

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Capturing student voice on TEFL syllabus design: Agenticity of pedagogical dialogue negotiation

Cited by 12 publications

References 36 publications

Inclusion, Dyslexia, Emotional State and Learning: Perceptions of Ibero-American Children with Dyslexia and Their Parents during the COVID-19 Lockdown

Inclusion, Dyslexia, Emotional State and Learning: Perceptions of Ibero-American Children with Dyslexia and Their Parents during the COVID-19 Lockdown

The reproduction of inequality in Turkey: Power distribution in a primary class*

Student voice in distance FL course design and its practical implications

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