Invisibly vulnerable: A corpus-based investigation of media representations of Australian EAL/D students in COVID-19 lockdown

Jessica Morcom; Jianxin Liu

Invisibly vulnerable: A corpus-based investigation of media representations of Australian EAL/D students in COVID-19 lockdown

Jessica Morcom
, Jianxin Liu

NSW Department of Education

Research output: Book chapter/Published conference paper › Chapter (peer-reviewed) › peer-review

Abstract

ESL students often face additional challenges thanks to socio-cultural and linguistic hurdles but have attracted scant attention during COVID-19 lockdown from stakeholders hailing Zoom-like smart technologies as the savior of all. In this chapter, drawing upon an analysis of the mainstream news coverage of English as a second or dialect (EAL/D) students in Australia’s lockdown, we unpack this reality to explore what may have contributed to popular ELT tech-integration imaginations. Our analysis reveals that EAL/D students are acutely vulnerable among hyped technological adaptions and yet that Australian mainstream media have silenced their presence rather than voicing their pains. This analysis is a timely reminder that ELT research needs to rethink the interplay between technological emergence and language learning during similar pandemics.

Original language	English
Title of host publication	Technology-enhanced language teaching and learning
Subtitle of host publication	lessons from the COVID-19 pandemic
Editors	Karim Sadeghi, Michael Thomas, Farah Ghaderi
Place of Publication	London
Publisher	Bloomsbury Academic
Chapter	8
Pages	103-118
Number of pages	25
Edition	1st
ISBN (Electronic)	9781350271036
ISBN (Print)	9781350271012
Publication status	Published - 23 Feb 2023

Cite this

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title = "Invisibly vulnerable: A corpus-based investigation of media representations of Australian EAL/D students in COVID-19 lockdown",

abstract = "ESL students often face additional challenges thanks to socio-cultural and linguistic hurdles but have attracted scant attention during COVID-19 lockdown from stakeholders hailing Zoom-like smart technologies as the savior of all. In this chapter, drawing upon an analysis of the mainstream news coverage of English as a second or dialect (EAL/D) students in Australia{\textquoteright}s lockdown, we unpack this reality to explore what may have contributed to popular ELT tech-integration imaginations. Our analysis reveals that EAL/D students are acutely vulnerable among hyped technological adaptions and yet that Australian mainstream media have silenced their presence rather than voicing their pains. This analysis is a timely reminder that ELT research needs to rethink the interplay between technological emergence and language learning during similar pandemics. ",

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Invisibly vulnerable: A corpus-based investigation of media representations of Australian EAL/D students in COVID-19 lockdown. / Morcom, Jessica; Liu, Jianxin.
Technology-enhanced language teaching and learning: lessons from the COVID-19 pandemic. ed. / Karim Sadeghi; Michael Thomas; Farah Ghaderi. 1st. ed. London: Bloomsbury Academic, 2023. p. 103-118.

Research output: Book chapter/Published conference paper › Chapter (peer-reviewed) › peer-review

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AB - ESL students often face additional challenges thanks to socio-cultural and linguistic hurdles but have attracted scant attention during COVID-19 lockdown from stakeholders hailing Zoom-like smart technologies as the savior of all. In this chapter, drawing upon an analysis of the mainstream news coverage of English as a second or dialect (EAL/D) students in Australia’s lockdown, we unpack this reality to explore what may have contributed to popular ELT tech-integration imaginations. Our analysis reveals that EAL/D students are acutely vulnerable among hyped technological adaptions and yet that Australian mainstream media have silenced their presence rather than voicing their pains. This analysis is a timely reminder that ELT research needs to rethink the interplay between technological emergence and language learning during similar pandemics.

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Invisibly vulnerable: A corpus-based investigation of media representations of Australian EAL/D students in COVID-19 lockdown

Abstract

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