Show simple item record

dc.contributor.authorDobinson, Toni
dc.identifier.citationDobinson, T. 2022. Intimacy in online classrooms: Linguaplay, personal testimonies and contrived chaotic material ecologies. Australian Review of Applied Linguistics.

In this article I describe the transition of a group of university students in Australia into an online learning environment during COVID-19 pandemic disruptions. I reflect upon my intersubjective experiences as the lecturer in an unexpected situation of urgency and physical distancing. Research has acknowledged synchronous virtual learning contexts as less psychologically distancing than previously thought. I argue that these contexts can foster profound intimacy between participants through linguistic and multimodal means. I use an auto-ethnographic narrative inquiry approach to share observations gained retrospectively through multimodal, critically reflexive, social semiotic discourse analysis of audio-visual recordings of synchronous workshops conducted in 2020. I attempt to fill the gap in research on intimacy in online educational settings by suggesting that intimacy can be created by linguaplay, personal testimonies, and contrived chaotic material ecologies. I advocate moving away from an obsession with standardising and generating student knowledge in formal online learning to a stance that values intimacy, connection, and spontaneity.

dc.publisherJohn Benjamins Publishing Company
dc.titleIntimacy in online classrooms: Linguaplay, personal testimonies and contrived chaotic material ecologies
dc.typeJournal Article
dcterms.source.titleAustralian Review of Applied Linguistics
curtin.departmentSchool of Education
curtin.accessStatusOpen access
curtin.facultyFaculty of Humanities
curtin.contributor.orcidDobinson, Toni [0000-0003-1790-0016]
curtin.contributor.scopusauthoridDobinson, Toni [55303224900]

Files in this item


This item appears in the following Collection(s)

Show simple item record
Except where otherwise noted, this item's license is described as