Critical language teacher education: A duoethnography of teacher educators’ identities and agency

Banegas, Darío Luis; Gerlach, David

doi:10.1016/j.system.2021.102474

Cited by 30 publications

(13 citation statements)

References 61 publications

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“…590–591). While some autoethnographies within applied linguistics have involved two (Banegas & Gerlach, 2021) or three (Catalano et al., 2018) teacher–researchers, our collaborative autoethnography is comprised of four critical language teacher educators (the authors). We worked in community to collect our autobiographical materials as well as to analyze and interpret our data collectively.…”

Section: Literature Reviewmentioning

confidence: 99%

“…pushes against codified, prepackaged teaching and demands transformative teacher practice that is essential for ensuring optimal learning outcomes for all students” (p. 70). As critical applied linguists who work in language teacher education and who are committed to social and educational justice (Banegas & Gerlach, 2021; Peña–Pincheira & De Costa, 2021), we believe that a one‐size‐fits‐all set of pedagogical recommendations gleaned from research findings should be not enforced on teachers in an unquestioning manner. Rather, we argue that the identities of language teacher educators (Barkhuizen, 2021; Yuan et al, 2022), as well as their past experiences as language teachers, need to be taken into consideration in the pedagogical and curriculum design process.…”

Section: Literature Reviewmentioning

confidence: 99%

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Bridging the Researcher–Practitioner Divide Through Community‐Engaged Action Research: A Collaborative Autoethnographic Exploration

Costa

Gajasinghe

Ojha

et al. 2022

The Modern Language Journal

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Consistent with recent calls to bridge the research–practice divide in second language acquisition, this article reports on the findings of a collaborative autoethnographic study that we, authors of this article, conducted as critical second language teacher educators. Conducting a series of constructive dialogues among ourselves for a semester, we focused on how our acts of reciprocal reflexivity were characterized by discussions and subsequent actions with our teacher partners located in different parts of the world and working in diverse contexts. Our data, which included reflective journal entries, phenomenological interviews, artefacts, and audio‐recorded group conversations, illustrate how we fostered constructive researcher–practitioner collaborations. These collaborations were mediated within and outside our classroom settings, as we sought to ultimately improve our own pedagogical practices. In contrast to working from an ivory tower and in keeping with our commitment to promoting equitable educational and research practices, our article also demonstrates and problematizes how we conducted our research in an ethical manner when designing, carrying out, and subsequently disseminating our findings to multiple audiences.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Bridging the Researcher–Practitioner Divide Through Community‐Engaged Action Research: A Collaborative Autoethnographic Exploration

Costa

Gajasinghe

Ojha

et al. 2022

The Modern Language Journal

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“…While the pedagogical implications for the design of CLIL teacher preparation courses are useful, readers will find the explanation and illustration of the duoethnographic approach especially valuable. This approach has become increasingly popular in investigating identity and agency (Banegas and Gerlach, 2021) and EIL pedagogy implementation (Rose and Montakantiwong, 2018).…”

Section: Research and Publicationmentioning

confidence: 99%

Editorial

Yeo

2022

RELC Journal

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Dear Readers,Welcome to our first issue of 2022. Just as we ended 2021 with a 'bumper' issue of the RELC Journal, the first issue of 2022 is equally bountiful, with 11 research articles, two thematic reviews, two Innovations in Practice papers, five Viewpoint articles, one Conversation with Experts interview, seven book reviews and one technology review. While these papers may vary widely in their topics, method of investigation, research context and researcher background, what unites them is that they seek to help us gain much deeper insights into language learning, teaching and research.In this issue, the research articles, thematic reviews and Innovations in Practice papers contribute to knowledge about how languages are learned, teaching methods and materials, research and publication and technology use. The Viewpoint articles and Conversations with Experts interview offer ideas in a more personal and relatable way, as readers can view theory through the eyes of experienced professionals and get practical tips on teaching and publishing. Finally, by summarizing and evaluating recent publications and technology tools, the book and technology reviews play a part in helping readers identify useful resources. How Languages are LearnedMost of us will recall our university second language acquisition (SLA) courses, which invariably included what was classified as 'individual differences' and covered topics such as motivation, engagement, attitudes and experiences. The following papers in this issue offer new perspectives on these topics:• how to induce 'directed motivational currents (DMCs)', a 'motivational burst'where learners are in a state of 'flow' in order to stimulate and support long-term second language (L2) learning (Peng and Phakiti);

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“…While there is not necessarily a 'wrong' way to conduct a duoethnography, dialogue is a crucial element and participants are encouraged to push one another to generate new understandings about the phenomenon under question. Duoethnographers can have research questions that they wish to explore (e.g., Banegas & Gerlach, 2021), or duoethnographers can eschew traditional research questions and explore their topic under question in a more fluid manner, allowing the investigation to develop naturally as the participants see fit.…”

Section: Duoethnographymentioning

confidence: 99%

“…Ahmed and Morgan (2021) explore the impact of postmemory on multilingual identity negotiation. Banegas and Gerlach (2021) investigate teacher identity and agency as the two educators engage in critical language teaching via comprehensive sexuality education in their English teaching. Native-speakerism (Lowe & Kisckowiak, 2016), English as an international language (Rose & Montikantiwong, 2018), native-speakerism and 'hidden curricula' in ELT training (Lowe & Lawrence, 2018), the Certificate in English Language Teaching to Adults (CELTA) (Huang & Karas, 2020), and other topics, have been explored by authors using the duoethnographic methodology.…”

Section: Duoethnographymentioning

confidence: 99%

Silence: A duoethnography

Karas

Uchihara

2021

J. Silenc. Stud. Educ.

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Duoethnography is an emerging research methodology and tool for reflective practice in English language teaching (ELT). Duoethnography allows for people to become the sites of their own inquiry and investigate issues and phenomena of importance to them (Sawyer Norris, 2013). In duoethnography, participants engage in critical dialogue with one another as a way to challenge broader normative assumptions but also as a way to bring meaning to experiences and find solutions to immediate teaching issues. In this duoethnography, we examine the phenomenon of silence through our shared experiences as English language teachers and applied linguists but also from our diverging perspectives, cultures, and backgrounds. Data were gathered from online conversations, reflective notes, and memos between the two authors with emerging themes including 1) Shifting perspectives on silence, 2) Silence in the online classroom, and 3) Turn-taking and student/teacher discourse expectations. While specific to the authors, it is hoped that this duoethnography may resonate with readers and serve as a catalyst for further reflection on silence.

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Critical language teacher education: A duoethnography of teacher educators’ identities and agency

Cited by 30 publications

References 61 publications

Bridging the Researcher–Practitioner Divide Through Community‐Engaged Action Research: A Collaborative Autoethnographic Exploration

Bridging the Researcher–Practitioner Divide Through Community‐Engaged Action Research: A Collaborative Autoethnographic Exploration

Editorial

Silence: A duoethnography

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