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| Author | : Danielle Nozaka |
| Publisher | : |
| Total Pages | : 182 |
| Release | : 2018 |
| Genre | : Diaries |
| ISBN | : |
"This thesis is an account of a beginning ESL teacher's two years teaching abroad at a private all-girl's secondary school in Nishinomiya, Japan. It is an autoethnography and includes written and visual artifacts from the author's time spent teaching English to junior high school students."--Leaf iii.
| Author | : Kevin Lemberger |
| Publisher | : |
| Total Pages | : 178 |
| Release | : 2017 |
| Genre | : Diaries |
| ISBN | : |
"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.
| Author | : Delaney Holland |
| Publisher | : |
| Total Pages | : 336 |
| Release | : 2015 |
| Genre | : Diaries |
| ISBN | : |
"This thesis explores and analyzes a first year ESL teacher's experience teaching at an all-girl's private school in Nishinomiya, Japan. Chapter 3 is divided into 15 sections that tell the teacher's story of living and teaching in Japan. This chapter includes description, dialogue, concurrent diary excerpts, photos, and theory. Chapter 4 analyzes these experiences and discusses the lessons the author learned while reflecting on her teaching in Japan. The main lesson learned was the importance of practicing cultural relativity--that is, opening one's mind and realizing that there is more than one way to live, teach, and see the world. Chapter 5 compiles all the theory the author studied while attending graduate school, concluding with what she will bring from both her experiences in Japan and in graduate school into her current ESL classrooms"--Leaf iv.
| Author | : Christopher Ryan |
| Publisher | : |
| Total Pages | : 218 |
| Release | : 2012 |
| Genre | : Self-actualization (Psychology) |
| ISBN | : |
"This thesis combines diary study with autoethnography to report an MATESL candidate's study abroad experience as an advanced learner of French. The writer summarizes language-learning experiences in Quebec and France while focusing on his second study abroad experience in France, where he encountered an educational system that was inconsistent with his training as a language teacher and his learning style as a language learner. He discusses challenges he faced in a language institute he was required to enroll in before he could matriculate in the university. Rote memorization and test preparation were the primary focuses of two classes, but the other three were more engaging. The author contrasts his teaching philosophy with the learning arrangements he experienced in his third study abroad experience. He concludes with a discussion of what he learned from the experience and how the learning environment influenced his future practices as a language teacher"--Document.
| Author | : Brittany Courser |
| Publisher | : |
| Total Pages | : 298 |
| Release | : 2020 |
| Genre | : Diaries |
| ISBN | : |
"This research project is the bi-literacy narrative and autoethnography of a novice English teacher working in hagwons in South Korea. In this autoethnography, she traces her growth as a teacher and her interest in applying Communicative Language Teaching (CLT) to educate young South Korean children ages 8-13. It is a collection of 13 written artifacts collected during the master's program at Eastern Washington University as well as concurrent and retrospective journal entries documenting her experiences in South Korea and three sample lessons she designed in her curriculum seminar and on lessons co-created by her and her thesis chair and internship supervisor. Through this bi-literacy narrative and autoethnographic study, the author traces her path to becoming an ESL Teacher and a citizen of the world. This autoethnographic writing documents the author's two-year experiences teaching English in Gwangju, South Korea. The author explores the history and meaning of hagwons and how those for-profit schools affect the daily life of South Korean students and of the foreign teachers who teach them. Chapter 1 includes examples of autoethnography, narrative inquiry, and culturally responsive teaching, as well as the author's background, which qualified her for employment in South Korea. Chapter 2 is a literature review about (1) the history of teaching English in South Korea, particularly in hagwons, (2) teacher identity, and (3) autoethnography. The author suggests that test-taking often results in a culture of competitiveness and insecurity among young students. Chapter 3 is a literacy narrative and an autoethnography that describes how the author's early experiences drove her to a career in teaching. Chapter 4 is a collection of written artifacts that commemorates her experiences working at two different hagwons and her two years of graduate studies in the United States. Chapter 5 discusses the assumptions and research questions, as stated in Chapter 1 of this thesis. Chapter 6 includes the final reflections and conclusion"--Leaf iii.
| Author | : Sanae Oda-Sheehan |
| Publisher | : Candlin & Mynard |
| Total Pages | : 238 |
| Release | : 2022-01-20 |
| Genre | : Education |
| ISBN | : |
Based on her professional and personal experiences in education as well as in business, Sanae Oda-Sheehan (PhD) came to realize that there may be several problematic gaps hindering learning effectiveness in the Japanese EFL context. In exploring possibilities to bridge those gaps, she proposes the framework called the Pedagogical Trinity: the integration of L2 pragmatics and grammar pedagogy to promote the implementation of communicative language teaching. This book shares her experiences in exploring how to bring about such integration and bridge those gaps by utilizing autoethnography Autoethnography is a burgeoning and promising approach in the qualitative research field, in which researchers use themselves as the research subject to better understand sociocultural complexities through the connectivity between self and others. By employing the autoethnographic approach and analyzing in-depth face-to-face interviews and journal entries, Oda-Sheehan reflected on her teaching practices and her own identity formation to explore the critical factors for the integrative approach. Through this life-sized portrait of the research project, she obtained interpretive insights that show how critical it is for teachers to have an awareness of their multiple identities and perspectives, long-term visions, and readiness for necessary transformation. This book meticulously crafts and demonstrates how autoethnography can be utilized as a research method to merge analytic rigor and creative dynamics. Through the connectivity in an autoethnographic orientation, readers may find themselves in the stories unfolded in the chapters and be guided to reflect on their own experiences and endeavors. In that way, what is presented in this book may become readers’ own stories, giving them the strength to go forward in life. This book can provide a platform of open dialogue to explore approaches to bridge life and academia collaboratively.
| Author | : Melissa Tombro |
| Publisher | : Open SUNY Textbooks |
| Total Pages | : |
| Release | : 2016-04-29 |
| Genre | : |
| ISBN | : 9781942341314 |
Teaching Autoethnography: Personal Writing in the Classroom is dedicated to the practice of immersive ethnographic and autoethonographic writing that encourages authors to participate in the communities about which they write. This book draws not only on critical qualitative inquiry methods such as interview and observation, but also on theories and sensibilities from creative writing and performance studies, which encourage self-reflection and narrative composition. Concepts from qualitative inquiry studies, which examine everyday life, are combined with approaches to the creation of character and scene to help writers develop engaging narratives that examine chosen subcultures and the author's position in relation to her research subjects. The book brings together a brief history of first-person qualitative research and writing from the past forty years, examining the evolution of nonfiction and qualitative approaches in relation to the personal essay. A selection of recent student writing in the genre as well as reflective student essays on the experience of conducting research in the classroom is presented in the context of exercises for coursework and beyond. Also explored in detail are guidelines for interviewing and identifying subjects and techniques for creating informed sketches and images that engage the reader. This book provides approaches anyone can use to explore their communities and write about them first-hand. The methods presented can be used for a single assignment in a larger course or to guide an entire semester through many levels and varieties of informed personal writing.
| Author | : Heather Donnelly |
| Publisher | : |
| Total Pages | : |
| Release | : 2015 |
| Genre | : |
| ISBN | : |
In this thesis I studied the teacher identity development journey I underwent while completing my first term of teaching adult ESL learners at a post-secondary institute in Ontario. I addressed three questions. Firstly, I examined how my relationships with administration and colleagues impacted my second language (L2) teacher identity development. Secondly, I examined how sustained teaching experience influenced my L2 teacher identity development and pedagogical content knowledge. Thirdly, I examined the extent to which my L2 teacher identity was formed after my first teaching term. Autoethnography was the qualitative research method I used to answer my questions. In autoethnography, the experiences of the author undergo careful analysis with the aim of better apprehending cultural experiences (Ellis, 2004). This was the most suitable methodology to employ as it let me creatively examine my L2 teacher identity development from the perspective of both an outsider analyst and insider member (Reed- Danahay, 1997). The process of systematic sociological introspection (SSI) made the creation of the autoethnography possible. SSI (Ellis, 2008) involved four steps: (1) compiling relevant data (i.e., journal, communication records); (2) reading the data to determine pivotal events related to my L2 teacher identity development; (3) using the data and my memory to produce an narrative recreating these events; and, (4) revising the narrative until an aesthetically pleasing and logically plotted final draft was made. After the final draft of the autoethnography was completed, an analysis of my L2 teacher identity development was conducted using Bullough's (2005) theoretical framework. Through the analysis, I concluded that my professional relationships had a very strong impact on my L2 teacher identity development. I found that even though supportive colleagues and supervisors within my community of practice freely offered me membership, I had a difficult time determining if I deserved or wanted it. In addition, the analysis showed me that sustained teaching time had overwhelmingly positive ramifications for my L2 teacher identity. With time, I gained more confidence and felt more legitimate in the classroom. As a result of this growth in confidence and legitimacy, I was able to transition from playing the role of an ESL teacher to actually being feeling like one. Further, sustained teaching time also had positive ramifications for my pedagogical content knowledge, as I acquired a greater understanding of classroom management strategies, ESL subject matter, and pedagogical strategies. Finally, the analysis revealed that while I had an initial teacher identity after the completion of four months in the classroom, I still had key issues I needed to address in order to become the teacher I truly wanted to be. I recognized that I had to tackle my monolingualism, as well as learn more about pedagogical content knowledge, inter-cultural mediation, and colleague collaboration.
| Author | : Bedrettin Yazan |
| Publisher | : Routledge |
| Total Pages | : 268 |
| Release | : 2020-11-05 |
| Genre | : Language Arts & Disciplines |
| ISBN | : 1000202623 |
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.
| Author | : Diane Thames |
| Publisher | : |
| Total Pages | : 330 |
| Release | : 2014 |
| Genre | : Diaries |
| ISBN | : |
"In the summer of 2012, 29 students ages 12-17 came from China to Spokane with a special three-week teaching program for intensive English language instruction and community field trips. Since they were middle and high school students, they had been studying English from four to 13 years in their home country. A mixed methodology of retrospective diary study, case study, and critical and autoethnography helped me to refine my teaching for this population and to prepare others to teach English to Chinese adolescents in the United States. The purpose of the present study, therefore, was to (1) describe the experience teaching in the program; (2) describe the experience of hosting two students in my home with my four children for the three weeks; (3) document classroom teaching, management, and materials; (4) explain students' behaviors, expectations, attitudes, and motivation; and (5) reflect on my communication style and how I adjusted it for them"--P. iv.
