Autoethnographies in ELT

Transnational Identities, Pedagogies, and Practices

Author: Bedrettin Yazan

Publisher: Routledge

ISBN:

Category: Language Arts & Disciplines

Page: 268

View: 753

This innovative volume showcases the possibilities of autoethnography as a means of exploring the complexities of transnational identity construction for learners, teachers, and practitioners in English language teaching (ELT). // The book unpacks the dynamics of today’s landscape of language education which sees practitioners and students with nuanced personal and professional histories inhabit liminal spaces as they traverse national, cultural, linguistic, ideological, and political borders, thereby impacting their identity construction and engagement with pedagogies and practices across different educational domains. The volume draws on solo and collaborative autoethnographies of transnational language practitioners to question such well-established ELT binaries such as ‘center’/’periphery’ and ‘native’/non-native’ and issues of identity-related concepts such as ideologies, discourses, agency, and self-reflexibility. In so doing, the book also underscores the unique affordances of autoethnography as a methodological tool for better understanding transnational identity construction in ELT and bringing to the fore key perspectives in emerging areas of study within applied linguistics. // This dynamic collection will appeal to students, scholars, and practitioners in English language teaching, applied linguistics, TESOL education, educational linguistics, and sociolinguistics.

Autoethnographies in ELT

Transnational Identities, Pedagogies, and Practices

Author: Bedrettin Yazan

Publisher: Routledge

ISBN:

Category: Language Arts & Disciplines

Page: 268

View: 313

This innovative volume showcases the possibilities of autoethnography as a means of exploring the complexities of transnational identity construction for learners, teachers, and practitioners in English language teaching (ELT). // The book unpacks the dynamics of today’s landscape of language education which sees practitioners and students with nuanced personal and professional histories inhabit liminal spaces as they traverse national, cultural, linguistic, ideological, and political borders, thereby impacting their identity construction and engagement with pedagogies and practices across different educational domains. The volume draws on solo and collaborative autoethnographies of transnational language practitioners to question such well-established ELT binaries such as ‘center’/’periphery’ and ‘native’/non-native’ and issues of identity-related concepts such as ideologies, discourses, agency, and self-reflexibility. In so doing, the book also underscores the unique affordances of autoethnography as a methodological tool for better understanding transnational identity construction in ELT and bringing to the fore key perspectives in emerging areas of study within applied linguistics. // This dynamic collection will appeal to students, scholars, and practitioners in English language teaching, applied linguistics, TESOL education, educational linguistics, and sociolinguistics.

An Autoethnography of a Novice ESL Teacher

Plato's Cave and English Language Teaching in Japan

Author: Kevin Lemberger

Publisher:

ISBN:

Category: Diaries

Page: 178

View: 847

"This autoethnography documents the author's one-year experience teaching English in Honjo, Japan. The author details daily life in the public schools and introduces World Englishes. Chapter 1 includes definitions and examples of autoethnography as well as the author's background, which qualified him for employment in Japan. Chapter 2 is a literature review of research on varieties of English and how they are evolving and being used in classrooms in Japan. The author suggests that Baudrillard's simulation and Plato's Allegory of the Cave provide a framework for analyzing current teaching methods and materials being used in the national core curriculum in Japan. Communicative language teaching is defined, and the Ministry of Education, Culture, Sports, Science, and Technology (MEXT) policy related to the teaching of English is detailed. The importance of multimodal literacies in English learning is highlighted. Autoethnography is discussed afterwards. Chapter 3 is a literacy narrative and an autoethnography describing the author's experiences living in rural Japan and teaching at three elementary schools, integrating into a culture different from his own. Chapter 4 is the author's discussion of what he learned from his experiences teaching in Japan and how this has shaped his current teaching philosophy. Chapter 5 includes (1) the limitations of the study, (2) suggestions for those preparing to teach in Japan, (3) recommendations for future research, (4) implications for teaching, (5) the value of autoethnography, and (6) final reflections"--Leaf iv.

Advances and Current Trends in Language Teacher Identity Research

Author: Yin Ling Cheung

Publisher: Routledge

ISBN:

Category: Education

Page: 262

View: 429

This book presents the latest research on understanding language teacher identity and development for both novice and experienced researchers and educators, and introduces non-experts in language teacher education to key topics in teacher identity research. It covers a wide range of backgrounds, themes, and subjects pertaining to language teacher identity and development. Some of these include the effects of apprenticeship in doctoral training on novice teacher identity; the impacts of mid-career redundancy on the professional identities of teachers; challenges faced by teachers in the construction of their professional identities; the emerging professional identity of pre-service teachers; teacher identity development of beginning teachers; the role of emotions in the professional identities of non-native English speaking teachers; the negotiation of professional identities by female academics. Advances and Current Trends in Language Teacher Identity Research will appeal to academics in ELT/TESOL/applied linguistics. It will also be useful to those who are non-experts in language teacher education, yet still need to know about theories and recent advances in the area due to varying reasons including their affiliation to a teacher training institute; needs to participate in projects on language teacher education; and teaching a course for pre-service and in-service language teachers.

Authenticity and Teacher-Student Motivational Synergy

A Narrative of Language Teaching

Author: Richard Pinner

Publisher: Routledge

ISBN:

Category: Language Arts & Disciplines

Page: 310

View: 556

Despite the common association between authenticity and motivation in language learning, there does not currently exist a single volume exploring these connections. This book looks at the relationship between authenticity and motivation by specifically viewing the process of mutually validating the act of learning as social authentication, which in turn can often lead to positive motivational synergy between students and teacher(s). The study at the centre of this book uses autoethnography and practitioner research to examine the complex relationship between authenticity and motivation in the foreign language learning classroom. In particular, it traces the links between student and teacher motivation, and proposes that authenticity can act as a bridge to connect learners to the classroom environment and engage with the activity of learning.

Language and Globalization

An Autoethnographic Approach

Author: Maryam Borjian

Publisher: Taylor & Francis

ISBN:

Category:

Page:

View: 296

In this collection of real-life, personal narratives on the theme of language and globalization, scholars from a range of different sub-disciplines of linguistics, time periods, and geographical spaces throughout the world examine the interaction and intersectionality of languages and globalization and the implications of such interactions for world languages and cultures. A feature of the book is the application of autoethnography as its underlying approach/method, in which contributors draw on their own lived experiences (of life, scholarship, and work) to investigate and reflect on linguistic globalization and its issues and challenges against the backdrop of the globalized world of the 21st century.

L2 Learning During Study Abroad

The Creation of Affinity Spaces

Author: Yoshifumi Fukada

Publisher: Springer

ISBN:

Category: Education

Page: 100

View: 786

This book presents three case studies that examine how English language students construct affinity spaces to secure target language-mediated socializing opportunities with local people in both academic and non-academic contexts. The studies were conducted in Hawaii, the U.S and Tokyo, Japan and focus on the Japanese author of this book, an English as second language (ESL) speaker and learner, during his sabbatical in Hawaii; on a Japanese international student who studied in Hawaii; and on a Chinese international student studying in Japan. The studies hold a variety of implications for classroom practice, including helping students recognize the value of cultural and social capital in relation to their linguistic skills.

From the Margins to New Ground

An Autoethnography of Passage between Disciplines

Author: Lea Hagoel

Publisher: Springer

ISBN:

Category: Education

Page: 210

View: 709

The authors, two sociologists, discover, follow-up, examine, and make sense of the cross-roads where the social and life sciences meet, surprised by the emergent story which they simultaneously witness and document. Together, they focus on Lea Hagoel’s professional path as a medical sociologist fitting in with bio-medical scientific work patterns of a multi-disciplinary team of physicians, nurses, bio-statisticians, IT personnel, molecular biologists, and managerial-administrative team members. Lea shared her experiences with Devorah, and what developed into this book consists of the story itself – the unfolding of events as observed and described by Lea who tells what it was like for a sociologist. Her story unfolds in the context of the ongoing dialogue which lasted more than two decades and turned into an autoethnography à deux. Finally, the ethnographers offer insights into the world of biology and medicine, into women’s lives, into being a native in a disciplinary culture, and into transdisciplinarity. In three parts, the book describes and theorizes the quest of a medical sociologist for transdisciplinarity. Part I explores the theoretical background, Part II presents the story of different stages in Lea’s experiences tracing the trajectory of her growing professional repertoire and discovering the practical meaning of how cross-disciplinary knowledge affects her performance as a researcher in the organization with which she is affiliated. Part III draws conclusions about what moving between disciplines can mean for a researcher.

The Role of Language Teacher Associations in Professional Development

Author: Aymen Elsheikh

Publisher: Springer

ISBN:

Category: Education

Page: 306

View: 554

Providing a timely and much-needed resource on LTAs, the book helps readers recognize the importance and nature of teachers’ professional development, while also contributing to the process of educational change. In order to achieve a suitable level of educational and policy change, a research base for LTAs is called for. This book represents a step in the right direction, introducing readers to essential research on the central role of LTAs in language teachers’ development. Although pre-service and in-service education programs, to be found at government and/or private institutions, are of great value, it is impossible to prepare teachers for all the challenges they will face throughout their careers. In response, many professional associations also provide a wide range of professional development activities for their teacher members. The book will be of interest to language teachers, graduate students, teacher educators and researchers, educational leaders and policymakers, as well as teacher associations.

Questions of Culture in Autoethnography

Author: Phiona Stanley

Publisher: CRC Press

ISBN:

Category: Cross-cultural studies

Page: 206

View: 741

On the difficulties of writing about culture in autoethnography / Phiona Stanley & Greg Vass -- "Help me" : the English language and a voice from a Korean Australian living in Singapore / Hyejeong Ahn -- Personal instructions on how to remain a stranger to enforce a sociological perspective / Silvia Bénard Calva -- Writing flows : the self as fragmentary whole / David Bright -- Searching for "my" Mexico : an autoethnographic account of unlearning and relearning about the limits of knowing the other / Alice Cranney -- Negotiating the va : the "self" in relation to others and navigating the multiple spaces as a New Zealand-raised Tongan male / David Fa'avae -- Scene, seen, unseen / Fetaui Iosefo -- How do "we" know what "they" need? : learning together through duoethnography and English language teaching to immigrant and refugee women / Ulrike Najar & Julie Choi -- Performing problematic privilege in Japan / Gabrielle Piggin -- Nuanced "culture shock" : local and global "mate" culture / Robert E. Rinehart -- In which I am sung to, cry, and other suchlike : reflections on research in and with Tibetan refugees in India / Harmony Siganporia -- Walking to heal or walking to heel? : contesting cultural narratives about fat women who hike and camp alone / Phiona Stanley -- Reading Shiva Naipaul : a reflection on brownness and leading an experiential learning project in Malawi / C. Darius Stonebanks -- Untangling me : complexifying cultural identity / Gresilda A. Tilley-Lubbs -- Whose story is it anyway? : reflecting on a collaborative research project with/in an educational community / Greg Vass, Michelle Bishop, Katherine Thompson, Pauline Beller, Calita Murray, Jane Tovey & Maxine Ryan -- Six tales of a visit to Chile : an autoethnographic reflection on "questions of culture" / Esther Fitzpatrick

Local Contextual Influences on Teaching

Narrative Insights from ESL and EFL Professionals

Author: Patrick Ng

Publisher: Cambridge Scholars Publishing

ISBN:

Category: Foreign Language Study

Page: 198

View: 126

This volume is a collection of personal narratives and research findings by English language (ESL/EFL) teachers who found themselves, in one way or another, teaching in various contexts all over the world. The central theme throughout these narratives is how contextual factors played a role in their approach to language teaching in different ways. The contributors reflect on their practices and provide an engaging discussion about how they deal with curriculum and classroom organization issues within the local context. Readers can expect to learn and understand how ESL/EFL teachers in this volume exercise their agency in teaching in a language classroom. These teachers, through their own unique stories and research findings, reflect on how they responded to local contextual factors such as the learning culture, national and school policies, personal beliefs and attitudes towards pedagogy, the sociolinguistic context of teaching, the school culture, and the wider sociopolitical context in which learning and teaching takes place. Since the narrative approach has been placed center stage in teacher education as a method and an objective of inquiry, the contributors adopt the narrative form to reflect and discuss their instructional practice.

Authenticity and Teacher-Student Motivational Synergy

A Narrative of Language Teaching

Author: Richard S. Pinner

Publisher: Routledge

ISBN:

Category: Education

Page: 310

View: 742

Despite the common association between authenticity and motivation in language learning, there does not currently exist a single volume exploring these connections. This book looks at the relationship between authenticity and motivation by specifically viewing the process of mutually validating the act of learning as social authentication, which in turn can often lead to positive motivational synergy between students and teacher(s). The study at the centre of this book uses autoethnography and practitioner research to examine the complex relationship between authenticity and motivation in the foreign language learning classroom. In particular, it traces the links between student and teacher motivation, and proposes that authenticity can act as a bridge to connect learners to the classroom environment and engage with the activity of learning.

The Cambridge Guide to Research in Language Teaching and Learning

Author: James Dean Brown

Publisher: Cambridge University Press

ISBN:

Category: Foreign Language Study

Page: 328

View: 823

This book provides an up-to-date and comprehensive overview of research methods in second-language teaching and learning, from experts in the field. The Cambridge Guide to Research in Language Teaching and Learning covers 36 core areas of second-language research, organised into four main sections: Primary Considerations; Getting Ready; Doing the Research; Research Contexts. Presenting in-depth but easy to understand theoretical overviews, along with practical advice, the volume is aimed at 'students of research', including pre-service and in-service language teachers who are interested in research methods, as well as those studying research methods in Bachelor, MA, or PhD graduate programs around the world.

Educating Saudi Women Through Communicative Language Teaching

A Bi-literacy Narrative and an Autoethnography of a Saudi English Teacher

Author: Eiman Alamri

Publisher:

ISBN:

Category: Diaries

Page: 162

View: 414

"This project is the bi-literacy narrative and autoethnography of a novice English teacher who earned the undergraduate degree in English Language at King Abdulazziz University in Jeddah, Saudi Arabia. The author offers a brief literacy narrative of her experience learning Arabic in girls' schools on a military base in Tabuk in northern Saudi Arabia and at the university. Through strategic contemplation, she reflects on her mother's illiteracy, which was common for women of her mother's generation, while focusing on her mother's strengths, especially her commitment to educating her six children--all of whom have earned college degrees. In the autoethnography, she traces her growth as a teacher and her interest in applying Communicative Language Teaching (CLT) to the education of women in Saudi Arabia, focusing on creating materials that reinforce Islamic values. She offers 11 written artifacts created during her graduate studies as well as three sample lessons she designed in her curriculum seminar and on lesson co-created by her and her thesis chair and internship supervisor. Rather than including just the four traditional macro-skills--reading, writing, speaking, and listening--she adds viewing and visually representing (Tompkins, 2016). In so doing, she refined and expanded basic CLT--sometimes described as a "fuzzy" method by applying the NCTE whole language educational philosophy to her original curriculum based on biographies of women"--Leaf iii.

Teaching English as an International Language

Identity, Resistance and Negotiation

Author: Le Ha Phan

Publisher: Multilingual Matters

ISBN:

Category: Foreign Language Study

Page: 204

View: 581

Drawing on both Western and Asian theoretical frameworks, this book showcases the complexity and sophistication of the negotiations that EIL (English as an international language) teachers have to make when their identities are challenged by values and practices that seem contradictory to their own.

Language Teacher Education for a Global Society

A Modular Model for Knowing, Analyzing, Recognizing, Doing, and Seeing

Author: B. Kumaravadivelu

Publisher: Routledge

ISBN:

Category: Education

Page: 154

View: 967

The field of second/foreign language teacher education is calling out for a coherent and comprehensive framework for teacher preparation in these times of accelerating economic, cultural, and educational globalization. Responding to this call, this book introduces a state-of-the-art model for developing prospective and practicing teachers into strategic thinkers, exploratory researchers, and transformative teachers. The model includes five modules: Knowing, Analyzing, Recognizing, Doing, and Seeing (KARDS). Its goal is to help teachers understand: how to build a viable professional, personal and procedural knowledge-base, how to analyze learner needs, motivation and autonomy, how to recognize their own identities, beliefs and values, how to do teaching, theorizing and dialogizing, and how to see their own teaching acts from learner, teacher, and observer perspectives. Providing a scaffold for building a holistic understanding of what happens in the language classroom, this model eventually enables teachers to theorize what they practice and practice what they theorize. With its strong scholarly foundation and its supporting reflective tasks and exploratory projects, this book is immensely useful for students, practicing teachers, teacher educators, and educational researchers who are interested in exploring the complexity of language teacher education.

Cases on Teacher Identity, Diversity, and Cognition in Higher Education

Author: Breen, Paul

Publisher: IGI Global

ISBN:

Category: Education

Page: 437

View: 786

As our world becomes increasingly diverse and technologically-driven, the role and identities of teachers continues to change. Cases on Teacher Identity, Diversity, and Cognition in Higher Education seeks to address this change and provide an accurate depiction of the teaching profession today. This thought-provoking collection of cases covers a range of educational contexts from preschool teaching in Europe to higher education in Australia and North America, and draws on expert knowledge of these diverse contexts, centered on a common theme of teacher identity. This book can be used by teacher educators and trainee teachers, as well as those who have an interest in social research into teaching.

The Emerald Handbook of Quantum Storytelling Consulting

Author: David M. Boje

Publisher: Emerald Group Publishing

ISBN:

Category: Business & Economics

Page: 344

View: 770

This Handbook develops a practical understanding of the new quantum storytelling consulting paradigm, providing case examples, ways to enact practices, and methods to conduct research into its impact and consequences. It will be essential reading for all scholars and practitioners of story and narrative consulting.

Reflections on Qualitative Research in Language and Literacy Education

Author: Seyyed-Abdolhamid Mirhosseini

Publisher: Springer

ISBN:

Category: Education

Page: 188

View: 883

This book discusses aspects of the theory and practice of qualitative research in the specific context of language and literacy education. It addresses epistemological perspectives, methodological problems, and practical considerations related to research involvements in areas of language education and literacy studies rather than generic issues of other fields of social sciences. The volume starts with Theoretical Considerations in the first part and raises some epistemological and theoretical concerns that are rarely debated in the specific context of research on language and literacy teaching. The second part, Methodological Approaches explores issues of the design and implementation of language and literacy education research within the framework of some of the major established qualitative research traditions. Finally, the part on Research in Action discusses practical aspects of a few actual instances of qualitative research on language and literacy education in different contexts.