Duoethnography in English Language Teaching

Research, Reflection and Classroom Application
Erscheinungsjahr 2020
ISBN: 978-1-78892-717-8
Verlag: Multilingual Matters

Buch, Englisch, 219 Seiten, Format (B × H): 156 mm x 234 mm, Gewicht: 365 g

This book sets out duoethnography as a method of research, reflective practice and as a pedagogical approach in English Language Teaching (ELT). The book provides an introduction to the history of duoethnography and lays out its theoretical foundations. The chapters then address duoethnography as a research method which can be used to explore critical and personal issues among ELT teachers, discuss how duoethnography as a reflective practice can aid teachers in understanding themselves, their colleagues or their context, and demonstrate how duoethnography can be used as a pedagogical tool in ELT classrooms. The chapters are a range of duoethnographies from established and emerging researchers and teachers, which explore the interplay between cultural discourses and life histories with a focus on ELT in Japan.

Autoren/Hrsg.

Lowe, Robert J.

Lawrence, Luke

Fachgebiete

• Geisteswissenschaften Sprachwissenschaft Fremdsprachenerwerb und -didaktik
• Interdisziplinäres Wissenschaften Wissenschaften: Forschung und Information Forschungsmethodik, Wissenschaftliche Ausstattung

Inhaltsverzeichnis

Richard D. Sawyer: Foreword

Chapter 1. Luke Lawrence and Robert J. Lowe: An Introduction to Duoethnography

Part 1: Duoethnography for ELT Research

Chapter 2. Daniel Hooper, Momoko Oka and Aya Yamazawa: Not all Eikaiwas (or Instructors) are Created Equal: A Trioethnography of ‘Native Speaker’ and ‘Non-Native Speaker’ Perspectives on English Conversation Schools in Japan

Chapter 3. Yuzuko Nagashima and Chris Hunter: Critical ELT in Japan: A Duoethnographic Exploration of Origins, Identities, Obstacles, and Concerns

Chapter 4. Richard Pinner and Ema Ushioda: Personalisation and Professionalism: Managing the Relationship between Teacher and Learner as People

Part 2: Duoethnography for Reflection and Teacher Education

Chapter 5. Ben Smart and Charles Cook: Professional Development through Duoethnography: Reflecting on Dialogues between an Experienced and Novice Teacher

Chapter 6. Nick Kasparek and Matthew W. Turner: Puzzling about Special Educational Needs in EFL Teacher Development: A Duoethnographic Inquiry

Chapter 7. Matthew Schaefer and Peter Brereton: Developing Understandings of Reflective Practice and Teacher Training

Part 3: Duoethnography for Language Teaching

Chapter 8. Robert J. Lowe and Luke Lawrence: Duoethnography in the Language Class

Chapter 9. Robert J. Lowe: Language Development though Duoethnographic Peer Interaction

Chapter 10. Luke Lawrence: Collaboration and Cohesion: Using Duoethnography to Enhance Group Dynamics and Pair Relationship Building in a University Speaking Class

Über Autor(innen)

Lawrence, Luke
Luke Lawrence is an Assistant Professor in the College of Commerce at Nihon University in Japan. He has written widely on identity, intersectionality and translanguaging in the ELT field and is the co-editor of two edited books: Lowe, R. J. & Lawrence, L. (Eds.) (2020). Duoethnography in English language teaching: Research, reflection and classroom application, published by Multilingual Matters, and Mielick, M., Kubota, R., & Lawrence, L. (Eds.) (2023) Discourses of identity in Japan: Language learning, teaching, and revitalizing perspectives, published by Palgrave Macmillan.

Lowe, Robert J.
Robert J. Lowe is a Lecturer in the Department of English Communication, Tokyo Kasei University, Japan. His research interests include native-speakerism, critical applied linguistics and qualitative research methodology.

Robert J. Lowe is a Lecturer in the Department of English Communication, Tokyo Kasei University, Japan. His research interests include native-speakerism, critical applied linguistics and qualitative research methodology.

Luke Lawrence is a Lecturer in the Department of Social Psychology, Toyo University, Japan. His research interests include native-speakerism, group dynamics and teacher identity.