My Autobiographical-Poetic Rendition: An Inquiry into Humanizing our Teacher Scholarship

Park, Gloria

doi:10.5070/l25115768

Cited by 35 publications

(23 citation statements)

References 21 publications

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“…Mirhosseini () argued that despite the growing interest of autoethnography in other fields of studies, its presence in the TESOL field has been marginal and scattered. Although this might be true, I think autoethnography has demonstrated a steady popularity as a method of choice in interrogating the nativespeakerism ideology embedded in TETs’ teacher identity construction when teaching in English‐dominant countries (Canagarajah, ; Jain, ; Lee, ; Liu, ; Manara, , Park, ; Solano‐Campos, ; Widiyanto, ) as well as in other non‐English‐dominant countries (Ng, ). These studies have demonstrated the significant, oftentimes unexpected ways in which autoethnography has created a dialogizing space to unravel the conflicting narrative voices surfaced by the nativespeakerism ideology.…”

Section: (Un)finalized Remarksmentioning

confidence: 99%

The ghost of nativespeakerism: The case of teacher classroom introductions in transnational contexts

Zacharias

2019

TESOL Journal

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Section: (Un)finalized Remarksmentioning

confidence: 99%

The ghost of nativespeakerism: The case of teacher classroom introductions in transnational contexts

Zacharias

2019

TESOL Journal

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“…Self‐reflection by narrating life stories enhances learning, not merely the upshot of a learning process (Hallqvist & Hydén, ). Using her own poems to describe her significant memories as a Korean American teacher‐scholar, Park () exemplifies how autobiographical writing, particularly via poetry, can contribute to a theoretical understanding of an individual who went through the process of constant negotiation in many positions. Park's poetry uncovers the competing ideologies “permeat[ing] through every fiber of [her] being as a member of an academic community” (p. 8).…”

Section: Meaningful Literacymentioning

confidence: 99%

“It Is More Expressive for Me”: A Translingual Approach to Meaningful Literacy Instruction Through Sijo Poetry

Kim

Park

2019

TESOL Quarterly

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Through a qualitative analysis of one-on-one poetry workshops, this article explores ways in which a Korean American adult-Author 2 (Park)-develops translingual dispositions (Lu & Horner, 2013) and linguistic awareness of Korean. Situated within the translingualism literature (e.g., Canagarajah, 2017), sijo, a type of Korean poetry, became a conduit for gaining a greater insight into how meaningful literacy (Hanauer, 2012) can be enacted. The authors conceptualize the sijo composition session as a translanguaging event in that Park wrote autobiographical poems, employing multiple linguistic resources-English as an additional language and Korean as a heritage language. The analysis demonstrates that linguistic changes were frequently driven by Park's desire to communicate her message to achieve the convergence of linguistic and meaning negotiations. The findings explicate the continual process by which this translingual practice operates as recursive negotiations between language and meaning and between the two languages within the constraints of the sijo format. Those translingual negotiations became a conscious tool for self-expression as well as a valued tool for language development. The authors argue for the incorporation of poetry writing into second language teaching to enhance learners' understanding and expressions of personal and transnational experiences.

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“…Therefore, language learning should be seen as a human activity for facilitating personal expression and reflection. With this purpose, Lapidus, Kaveh and Hirano (2013), and Park (2013aPark ( , 2013b explored autobiographical writing as a method for constructing L2 identity, which this study explores.…”

Section: Literature Frameworkmentioning

confidence: 99%

Literacies: Skills and practices in developing writing identities

Pfeiffer

2018

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Freeing yourself was one thing; claiming ownership of that freed self was another.' Toni Morrison (1987: 95) This study was prompted by the fact that students who use a second language (L2) for higher education studies are often faced with the dilemma of not being able to express themselves in writing. This study attempts to comprehend experiences by higher education multilingual students engaging in the practice of expressive writing. Mastering a language and being able to make sense of oneself in writing is a complex activity especially for L2 writers. In this article, I look at ways in which we may understand the writing process better when viewing students' writing against the backdrop of multilingualism in South Africa, with the notion of a social (cognitive) process and its influence on their ability to write. The literature review highlights Bakhtin's concept of a heteroglossic dialogic relationship referring to the tensions between the multiplicities of language varieties within a national language, which draws it towards a standard central version by the use of expressive writing. This qualitative case study design, guided by interpretive epistemology, was used to collect students' views, perceptions and suggestions on their experiences in writing. The aim of this study was to identify the kinds of strategies that could assist L2 students with English language writing tasks. The findings suggest that multilingual students benefit from the use of expressive writing. When pondering the holistic view of these findings, this study endorses the use of expressive writing as a developmental tool in the process of becoming academically literate.

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My Autobiographical-Poetic Rendition: An Inquiry into Humanizing our Teacher Scholarship

Cited by 35 publications

References 21 publications

The ghost of nativespeakerism: The case of teacher classroom introductions in transnational contexts

The ghost of nativespeakerism: The case of teacher classroom introductions in transnational contexts

“It Is More Expressive for Me”: A Translingual Approach to Meaningful Literacy Instruction Through Sijo Poetry

Literacies: Skills and practices in developing writing identities

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