Defending stories and sharing one: Towards a narrative understanding of teacher autonomy

Aoki, Naoko; Kobayashi, Hiroaki

doi:10.5790/hongkong/9789622099234.003.0011

Cited by 3 publications

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“…This kind of writing indeed helps the readers to vicariously relive the experiences described in the research text. Very significantly, it can also help them to see for themselves where the potential biases might be (Aoki, 2009): In narrative texts, the experiential contexts that the story emerges from are described, the relationship between the research participants and the researcher are explained, and the participants are involved in the research also as readers and revisers of their stories.…”

Section: The Power and Potential Of Narrativementioning

confidence: 99%

Searching for an English self through writing

Karlsson¹

2015

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Most Finnish university students, just like the other new global elites (Kramsch, 2013), use English without problems. Some students, however, struggle with English to the extent that their studies suffer. One could say that they have a deeply "wounded" English self (Karlsson, 2013). My context of research and practice is the Autonomous Learning Modules (ALMS) at Helsinki University Language Centre. In my work as a language counsellor and practitioner-researcher, pedagogical concerns are always primary, and there is a need to appreciate diversity yet notice every student's unique experiences. The broad background of my recent work is English as part of the identity of young academic Finns. In particular, I have been interested in how students with a "wounded" English self can develop new identity positions, and in how a language counsellor can help them in this process. In this paper, my focus is on the subtle practical interconnections between learner autonomy, learner diversity, and learner identity as they emerge in a diary written by a student of English with dyslexia and language (classroom) anxiety. A narrative case study of Mariia illustrates how the counsellor's appreciation and her own recognition of the complex ecological realities (Casanave, 2012) surrounding and interacting with her learning encourage and empower her. Mariia uses her freedom to control her own learning (Huang & Benson, 2013) and makes choices from the many lifewide experiential learning opportunities in her life (Karlsson & Kjisik, 2011). Reflective writing in the learning diary helps her to construct a realistic vision of herself as a learner and user of English, and she leaves the identity position of a failure in the classroom and claims a new, more successful one (Norton, 2014).

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Section: The Power and Potential Of Narrativementioning

confidence: 99%

Searching for an English self through writing

Karlsson¹

2015

SSLLT

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“…A micro-level analysis can only be conducted through discourse analysis of naturally occurring conversations. For a meso-level analysis ethnography is a powerful tool, although it needs to include life story interviews (Aoki, 2009) in order to cover a time span longer than we can realistically stay in the fi eld. A macro-level analysis involves fact-fi nding research in relevant areas such as government policies, demography and economy.…”

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Mapping the terrain of learner autonomy: learning environments, learning communities and identities

Gao

2013

Innovation in Language Learning and Teaching

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Sales PrefaceThis book project started when Sara Cotterall, one of the convenors of the Independent Learning Association's 2007 conference, approached me about the possibility of putting proceedings together. I felt that it was too much of a responsibility considering my work situation at that time, but I was also aware that a book to initiate Japanese-speaking language teachers into the fi eld of learner autonomy had been long overdue. So I suggested selecting papers appropriate for that purpose and making them into a Japanese book. The conveners, Lucy Cooker, Garold Murray and Sara, kindly accepted my suggestion. (They subsequently decided to produce web-based proceedings as a separate project.) What was going to be a relaxed conference for me after delivering an invited talk on the morning of the fi rst day became an extremely busy one. I talked to many people inviting them to contribute to the project. I also talked Yoshi Nakata into being my co-editor, and Phil Benson and Peter Voller into helping with reviewing the papers.After the conference Flis Kjisik, one of the people who had agreed to contribute, thought that it would be a pity if the book was only available in Japanese. She volunteered to look for a publisher who would publish an English edition. I thought that was a great idea. I 8 also thought that it would require English-speaking co-editor(s). Flis and Peter readily accepted my invitation. Unfortunately Phil was too busy with other projects. So the four of us, Flis, Peter, Yoshi and myself, became an editorial team.This volume includes conference papers by Henri Holec, MarieJosé Gremmo, Klaus Schwienhorst and Phil Benson, and specially commissioned papers by Garold Murray, Leena Karlsson and Felicity Kjisik, and David Little. Yoshiyuki Nakata and myself also wrote something different from our conference talks.I immensely enjoyed working with all these wonderful people dedicated to the practice of learner autonomy. I learned a lot from their wisdom. I am extremely grateful for their willingness and patience in bringing this book into reality. It is a sign of the maturity of the fi eld and it is a welcome one. However, this expansion of existing literature has a drawback. Topics in these publications are increasingly diversifi ed and specialized. For someone who has just started reading in the fi eld it has become rather diffi cult to obtain a big picture of what it is that we are discussing. David Little (1991) and Phil Benson (2001) have written very good general introductions to the fi eld, but what would be the third book to recommend? And for those who have been in the fi eld quite a while it is sometimes diffi cult to see where we are going in the plethora of new publications. We need to step back to have a vision for the future. This book has been conceived to serve these different purposes. Naoko AokiWe have grouped nine chapters in four parts. Part One, "Looking back and taking stock", actually contains only one chapter. Here Henri Holec observes a wide range of different types of practi...

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Permission to Write

Karlsson

2020

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In this narrative auto-ethnographic paper, I experiment with a version of “post-academic” writing. I explore how I could improve and develop my craft as a narrative inquirer and strengthen my written voice as an expression of my practitioner-researcher autonomy. I tell the story of two writers, myself and Laura, my student, by bringing us as characters into the same story. We are both students of writing and in the process of developing our thinking and awareness of educational experience through our writing. We use writing as inquiry, as a method, and our texts emerge from the shared storytelling world of language counselling. We both experiment with personal reflective writing as a way of claiming ownership of this open-ended writing practice and of expressing our autonomy. In this paper, I give glimpses of our stories with a view to how Laura’s story worked on me as a practitioner-researcher and a scholarly writer.

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Defending stories and sharing one: Towards a narrative understanding of teacher autonomy

Cited by 3 publications

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Searching for an English self through writing

Searching for an English self through writing

Mapping the terrain of learner autonomy: learning environments, learning communities and identities

Permission to Write

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