Foreign language teachers living and learning in affinity spaces
DOI:
https://doi.org/10.18041/2382-3240/saber.2023v18n2.10590Keywords:
Literacy, New literacies, Affinity spacesAbstract
This qualitative case study delves into the dynamics of three English language teachers living and learning within affinity spaces (AS). To capture comprehensive insights, the research used in-depth interviews and video recorded observations of interactions in AS. The analysis was conducted using Nvivo software for coding and categorizing the collected information. The findings of this study unveil the participants’ active involvement in various AS, with social networks and video games emerging as the most prevalent ones. While individual passions played a role in shaping the content shared, the teachers’ professional interests also significantly influenced the nature of their contributions. Within these affinity spaces, teachers engaged using new literacies, which enabled them to foster social interactions on topics of personal or professional interest, facilitating communication and collaboration, and even assuming different roles. In conclusion, the findings highlight a consistent and enthusiastic engagement of teachers within AS, emphasizing the potential these spaces hold for the evolving nature of education in the learners continue to navigate this landscape, the outcomes offer a valuable roadmap for harnessing the power of AS to foster meaningful learning experiences, authentic communication, and innovative teaching practices among English language teachers.
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