Educational Roles in Corpus-Based Education: From Shift to Diversification
Abstract
This study discusses the educational roles afforded by the use of linguistic corpora as a teaching tool in pre-tertiary education and explores upper secondary students’ opinions and experiences of educational roles following corpus-based lessons. The data were collected through group interviews of 20 students following a two-week period where the students’ regular English teacher collaborated with the researcher/author to plan and implement a corpus-based approach in two first-year upper secondary school classes. The interview subjects were selected from the 69 total students across the two classes based on the teacher’s recommendations and the researcher’s observations throughout the implementation period.
The results show that during the largely student-centered, corpus-based approach, students felt that the teacher was absent and unengaging at times, but that they were used to “self-study” in his lessons. The students also wanted more variation in the approaches taken by their teacher beyond purely student-centered ones. This paper advocates for a diversification of educational roles where both teachers and learners adopt and change between different roles depending on the particular situation. At the same time, the call for role shifts in the corpus-based education literature is criticized in favor of a change in discourse toward one of role diversification.
Copyright (c) 2021 Petter Hagen Karlsen
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Authors who publish with this journal agree to the following terms:
a. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
b. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
c. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
PRIVACY STATEMENT
The names and email addresses entered in this journal site will be used exclusively for the stated purposes of this journal and will not be made available for any other purpose or to any other party.