Narrative Inquiry of Interaction Patterns in Bilingual Learning Environments in the Rural Context of Colombia During the COVID-19 Confinement

Abstract

The study aimed at characterizing emergent interaction patterns in bilingual learning environments from the rural context of Colombia during the COVID-19 confinement through the experiences of nineteen teachers from public and private schools. This qualitative research was performed as a narrative inquiry through semi-structured interviews and narrative frames as data collection instruments. An inductive data analysis was performed with the help of a qualitative data analysis tool–Atlas.ti. The findings revealed that significant interaction patterns, other than Teacher-Student, Student-Content, and Student-Student, emerged in the participants’ learning environments due to parents’/caregivers’ involvement in teaching-learningassessment. Significant emergent interaction patterns were characterized as: Parent-Student, ParentTeacher, and Parent-Content. Evidence showed that effective parent/caregiver involvement needs to be addressed. The findings may have significant implications to understand both remote learning and emergency learning environments in schools from rural settings in Colombia. Also, they may shed some light on potential causes of learners’ low achievement over the emergency span.