Autoethnography in
            <scp>TESOL</scp>

Sardabi, Narges; Mansouri, Behzad; Behzadpoor, Foad

doi:10.1002/9781118784235.eelt0995

Cited by 6 publications

(7 citation statements)

References 16 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Alternative forms of inquiry such as autoethnography are increasingly common in the fields of applied linguistics and teacher education (Sardabi et al, 2020). These alternative forms of knowledge-making often resist the dichotomy between the object and subject of study and thus also resist the proscription of stance markers, most prominently of present ones.…”

Section: Discussionmentioning

confidence: 99%

Pre-service EFL teachers’ language awareness and ideologies about stance: A phenomenographic study

Escudero

Cruz

Bañales

2023

Indonesian J. Appl. Linguist.

View full text Add to dashboard Cite

Stance is a key and problematic domain for effective English for Academic Purposes (EAP) reading and writing. Insufficient awareness of stance, cultural attitudes about it, and poor teaching have been identified as underlying sources of stance-related difficulties. Focusing on stance may thus be a pivotal reading-to-write lens to improve English academic literacy. However, few studies have investigated pre-service teachers’ language awareness and ideologies about different stance markers. The goal of this paper is to describe the stance-focused conceptions and ideologies of a group of sixteen Mexican undergraduate pre-service teachers of English as a Foreign Language (EFL) who are also EFL learners. We used phenomenographic interviews and analysis to achieve this goal. We found three types of conceptions: stylistic, critical, and metaideological. The less sophisticated stylistic conceptions are most prevalent. Only two participants showed metaideological conceptions. Two language ideologies were found: an ideology of linguistic objectivity that dismisses all stance markers and another that values affect markers but dismisses first-person ones. These results imply that pre-service teachers should be made aware of the argumentative and epistemic functions of stance markers and diverse language ideologies about them that circulate across national and disciplinary contexts. In this way, they may deploy stance more effectively in their own literacy practices and become more effective EAP teachers.

show abstract

Section: Discussionmentioning

confidence: 99%

Pre-service EFL teachers’ language awareness and ideologies about stance: A phenomenographic study

Escudero

Cruz

Bañales

2023

Indonesian J. Appl. Linguist.

View full text Add to dashboard Cite

show abstract

“…Such diverse approaches to auto-and collaborative research into educational issues can be seen in Sardabi et al (2020), who highlighted how it could be of benefit to learning and teaching perspectives in the field of TESOL. Further recent work by Yazan et al (2020) into the marginalization of practitioners in non-center English teaching contexts uses CAE effectively to reveal issues of identity in the profession.…”

Section: Collaborative Autoethnographymentioning

confidence: 99%

Teachers Talking About CLIL Pedagogy: Transforming Teacher Practices Through Collaborative Autoethnography

Adamson

Christmas

2023

AM J QUALITATIVE RES

View full text Add to dashboard Cite

<i>This collaborative autoethnographic (CAE) study has investigated how three tertiary-level teachers of an English language lecture preparation course in a Japanese university engaged with each other over a two-year period from 2020 to 2022 regarding their approaches to the adoption of a Content and Language Integrated Learning (CLIL) approach to syllabus design and teaching. With two new teachers based in a newly established department and the other teacher in a more established department, insights were gained through the unfolding online CAE and face-to-face discourse into their respective thoughts and motivations underpinning their pedagogical philosophies and interpretations of the CLIL approach to meet their departmental and students' requirements. Key findings revealed that teacher backgrounds and experience with CLIL, as well as institutional shifts in curriculum aims, have all directly and indirectly shaped current course design and pedagogy and revealed similarities and differences in interpretations of CLIL over time. Of significance is how the CAE itself emerged as a vital community-building forum for the teachers themselves and acted as a site for varying levels of transformation in their pedagogical practices. </i>

show abstract

“…Concordantly, I have developed an interest in autoethnography as a qualitative research methodology that gives voice to personal experience (Ellis, 2004; Ellis and Bochner, 2000; Sardabi et al , 2020; Wall, 2008) and de/colonizes qualitative research by focusing on “displacements, and living in hybrid spaces” (Bhattacharya, 2018, p. 10). This autoethnographic paper, therefore, aligns with my feelings of “in-betweenness” and my research interests as well as my onto-ethico-epistemological stance.…”

Section: Background Of Mystorymentioning

confidence: 99%

Mystory as an international graduate student: a socialization autoethnography

Keleş

2023

SGPE

View full text Add to dashboard Cite

Purpose The purpose of this study is to seek answers to how receiving his PhD at the University of Alabama influenced the author’s ongoing academic discourse socialization as an international graduate student coming from Turkey. To that end, the author incorporates second language and academic discourse socialization theories with the concept of “desire” in TESOL. Design/methodology/approach In this autoethnographic paper, the author discusses his academic discourse socialization as an international graduate student in the form of an evocative autoethnography of socialization. The author uses data gathered through his personal memory in the form of self-reflections. Using Chang’s “chronicling the past strategy” (2008, p. 72), the author prepared a data chart, which included information regarding the data source, its mode, time, venue and stories gleaned. The author used this data chart as a self-generated document to guide him through the selection process of his personal memories in an organized way while writing mystory. Findings The findings show that his academic discourse socialization was mainly influenced by the attitudes of local US citizens’ and existing members of international communities in both on- and off-campus settings. Over time, his academic discourse socialization turned out to be a complex process where the author oftentimes found himself struggling to find an entry point in extracurricular conversations and interactions. Research limitations/implications The author recommends further research to focus on the inner worlds of both old(er) timers and newcomers to understand the challenges, emotions and nuances that are at play in both L2 socialization and academic discourse socialization of international students. Originality/value In this autoethnographic study, the author offers a unique example of an international PhD student’s transnational socialization experiences. Future international students, higher education administrators, faculty members and local graduate students may learn from his autoethnography and approach their future academic relationships in a more informed way.

show abstract

Autoethnography in TESOL

Cited by 6 publications

References 16 publications

Pre-service EFL teachers’ language awareness and ideologies about stance: A phenomenographic study

Pre-service EFL teachers’ language awareness and ideologies about stance: A phenomenographic study

Teachers Talking About CLIL Pedagogy: Transforming Teacher Practices Through Collaborative Autoethnography

Mystory as an international graduate student: a socialization autoethnography

Contact Info

Product

Resources

About