COVID and language socialization in virtual learning

COVID and language socialization in virtual learning

The main interest of this research is to understand how the linguistic socialization of young students returnees to Mexico, who are enrolled in public secondary schools, in the city of Tijuana, Baja California, Mexico. In order to figure it out the way in which these young people adapt to migrating from the United States educational system to the Mexican educational system, in the virtual classroom, a situation generated due to the confinement due COVID 19, (where classes were suspended in March 2020 and renewed until June 2023), the classes were observed virtually to know what type of interactions are generated in the class, how the linguistic accommodation processes are carried out and finally understand if the participation of the students decreases in the virtual environment. The most convenient method for this research is qualitative, which Silverman (2016) described as a tool to explain how social phenomena are constituted in real time; it is about both social practices and experience. Through the qualitative method, it was discovered that transnational students (Tacelosky, 2018a, 2020b; Zúñiga & Hamann, 2009) had problems for the interaction among other students due to the lack of language socialization in the virtual classroom. Everything evaluated regarding the turns (Earnshaw, 2017) used by the students indicates that they realized an accommodation process depending on the person with whom they are interacting, and the language that said person uses. In addition, the observation of classes show that the students participated more times in the English class, than in the Spanish class, it is possible to infer that this happens because they feel confident to use English. Ultimately, this study shows that transnational students have difficulties in other subjects such as Mexican History and Mathematics.



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