Examining classroom transformational spaces using the third space theory in developing students’ sense of shared identity

This article reports the investigation that seeks to address the possibility of using selected texts in the English language classrooms that could develop students’ sense of shared identity. In so doing, this study attempts to examine perceptions of teachers and students about classroom collaborat...

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Main Author:	Idrus, Faizah
Format:	Article
Language:	English
Published:	Academy Publication 2015
Subjects:	LB Theory and practice of education
Online Access:	http://irep.iium.edu.my/41296/ http://irep.iium.edu.my/41296/ http://irep.iium.edu.my/41296/ http://irep.iium.edu.my/41296/1/Faizah_Idrus.pdf

id	iium-41296
recordtype	eprints
spelling	iium-412962016-11-08T01:13:46Z http://irep.iium.edu.my/41296/ Examining classroom transformational spaces using the third space theory in developing students’ sense of shared identity Idrus, Faizah LB Theory and practice of education This article reports the investigation that seeks to address the possibility of using selected texts in the English language classrooms that could develop students’ sense of shared identity. In so doing, this study attempts to examine perceptions of teachers and students about classroom collaborations between studentsstudent and student-teacher using case-based narratives which was selected by teachers. It also seeks to identify how their collaborative acts can be suggestive to transforming a linear classroom lesson to a more vibrant and effective one and simultaneously develop students sense of shared identity. A qualitative inquiry employing semi-structured interviews, classroom observations and group interviews with 12 secondary English language school teachers and their students were conducted. Teachers’ classroom practices (and instructions) are then analysed to gauge their impact on students’ interactions with each other during task completion. The preliminary results indicate that teachers’ were reluctant to relinquish their authority and power to students for various reasons which could be detrimental to the construction of shared identity. Teachers, more than students felt that their authoritative figure were one of the key indicators of classroom progress in a result-driven education system. The results obtained aim to be informative in pointing to the viability of providing avenues for syllabus designers or other stakeholders to take into considerations texts types which could be used for secondary schools English Literature syllabus in developing students sense of shared identity. Meanwhile, it is also found that students’ sense of shared identity could be halted without teachers’ support and encouragement of these transformational learning spaces. Academy Publication 2015-01-15 Article PeerReviewed application/pdf en http://irep.iium.edu.my/41296/1/Faizah_Idrus.pdf Idrus, Faizah (2015) Examining classroom transformational spaces using the third space theory in developing students’ sense of shared identity. Theory and Practice in Language Studies, 5 (1). pp. 28-37. ISSN 1799-2591 (P) 2053-0692 (O) http://www.academypublication.com/tpls/ http://dx.doi.org/10.17507/tpls.0501.04
repository_type	Digital Repository
institution_category	Local University
institution	International Islamic University Malaysia
building	IIUM Repository
collection	Online Access
language	English
topic	LB Theory and practice of education
spellingShingle	LB Theory and practice of education Idrus, Faizah Examining classroom transformational spaces using the third space theory in developing students’ sense of shared identity
description	This article reports the investigation that seeks to address the possibility of using selected texts in the English language classrooms that could develop students’ sense of shared identity. In so doing, this study attempts to examine perceptions of teachers and students about classroom collaborations between studentsstudent and student-teacher using case-based narratives which was selected by teachers. It also seeks to identify how their collaborative acts can be suggestive to transforming a linear classroom lesson to a more vibrant and effective one and simultaneously develop students sense of shared identity. A qualitative inquiry employing semi-structured interviews, classroom observations and group interviews with 12 secondary English language school teachers and their students were conducted. Teachers’ classroom practices (and instructions) are then analysed to gauge their impact on students’ interactions with each other during task completion. The preliminary results indicate that teachers’ were reluctant to relinquish their authority and power to students for various reasons which could be detrimental to the construction of shared identity. Teachers, more than students felt that their authoritative figure were one of the key indicators of classroom progress in a result-driven education system. The results obtained aim to be informative in pointing to the viability of providing avenues for syllabus designers or other stakeholders to take into considerations texts types which could be used for secondary schools English Literature syllabus in developing students sense of shared identity. Meanwhile, it is also found that students’ sense of shared identity could be halted without teachers’ support and encouragement of these transformational learning spaces.
format	Article
author	Idrus, Faizah
author_facet	Idrus, Faizah
author_sort	Idrus, Faizah
title	Examining classroom transformational spaces using the third space theory in developing students’ sense of shared identity
title_short	Examining classroom transformational spaces using the third space theory in developing students’ sense of shared identity
title_full	Examining classroom transformational spaces using the third space theory in developing students’ sense of shared identity
title_fullStr	Examining classroom transformational spaces using the third space theory in developing students’ sense of shared identity
title_full_unstemmed	Examining classroom transformational spaces using the third space theory in developing students’ sense of shared identity
title_sort	examining classroom transformational spaces using the third space theory in developing students’ sense of shared identity
publisher	Academy Publication
publishDate	2015
url	http://irep.iium.edu.my/41296/ http://irep.iium.edu.my/41296/ http://irep.iium.edu.my/41296/ http://irep.iium.edu.my/41296/1/Faizah_Idrus.pdf
first_indexed	2023-09-18T20:59:10Z
last_indexed	2023-09-18T20:59:10Z
_version_	1777410506836934656

Examining classroom transformational spaces using the third space theory in developing students’ sense of shared identity

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