Disrupting discourses of deficiency in English for Academic Purposes: dialogic reflection with a critical friend

IF 1.9 Q2 EDUCATION & EDUCATIONAL RESEARCH

Pedagogy Culture and Society Pub Date : 2021-07-01 DOI:10.1080/14681366.2021.1947355

D. Loo, Jariya Sairattanain

{"title":"Disrupting discourses of deficiency in English for Academic Purposes: dialogic reflection with a critical friend","authors":"D. Loo, Jariya Sairattanain","doi":"10.1080/14681366.2021.1947355","DOIUrl":null,"url":null,"abstract":"ABSTRACT The discourse of deficiency in English for Academic Purposes (EAP) has been perpetuated through the neoliberalisation of higher education. To explore the possibilities of disrupting this discourse, an EAP instructor, Daron, engaged with his critical friend, Jariya, in dialogic reflection. This was done on Daron’s teaching journal entries through the restorying of his reflections, which were then critically responded to, and finally reconstructed to highlight tensions and hegemonic discourses affecting EAP. This dialogic exercise showed disruption through the reimagination of the EAP marketplace and through the centring of self and anxiety in a neoliberalised parameter. The former demonstrated a critique towards the value of standardised assessments while the latter illustrated the seemingly isolating endeavour when contesting the notion of students’ language deficiency. While tensions were not expected to be resolved, this study showed how EAP practitioners could still enact autonomy within their work parameters.","PeriodicalId":46617,"journal":{"name":"Pedagogy Culture and Society","volume":"31 1","pages":"669 - 685"},"PeriodicalIF":1.9000,"publicationDate":"2021-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1080/14681366.2021.1947355","citationCount":"5","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Pedagogy Culture and Society","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/14681366.2021.1947355","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 5

Abstract

ABSTRACT The discourse of deficiency in English for Academic Purposes (EAP) has been perpetuated through the neoliberalisation of higher education. To explore the possibilities of disrupting this discourse, an EAP instructor, Daron, engaged with his critical friend, Jariya, in dialogic reflection. This was done on Daron’s teaching journal entries through the restorying of his reflections, which were then critically responded to, and finally reconstructed to highlight tensions and hegemonic discourses affecting EAP. This dialogic exercise showed disruption through the reimagination of the EAP marketplace and through the centring of self and anxiety in a neoliberalised parameter. The former demonstrated a critique towards the value of standardised assessments while the latter illustrated the seemingly isolating endeavour when contesting the notion of students’ language deficiency. While tensions were not expected to be resolved, this study showed how EAP practitioners could still enact autonomy within their work parameters.

查看原文本刊更多论文

颠覆学术英语缺陷语篇：与一位批评的朋友的对话思考

摘要高等教育的新自由化使学术英语教学缺陷论得以延续。为了探索破坏这种话语的可能性，EAP讲师Daron与他的批判性朋友Jariya进行了对话反思。这是在Daron的教学期刊条目上完成的，通过重新整理他的反思，这些反思随后得到了批判性的回应，并最终被重建，以突出影响EAP的紧张局势和霸权话语。这种对话活动通过对EAP市场的重新想象，以及通过将自我和焦虑集中在新自由主义参数中，显示出了破坏性。前者展示了对标准化评估价值的批判，而后者则展示了在质疑学生语言缺陷概念时看似孤立的努力。虽然紧张局势预计不会得到解决，但这项研究表明，EAP从业者如何在其工作参数范围内实现自主性。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

求助全文

约1分钟内获得全文求助全文

来源期刊

Pedagogy Culture and Society EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

3.60

自引率

10.00%

发文量

期刊介绍： Pedagogy, Culture & Society is a fully-refereed international journal that seeks to provide an international forum for pedagogy discussion and debate. The identity of the journal is built on the belief that pedagogy debate has the following features: •Pedagogy debate is not restricted by geographical boundaries: its participants are the international educational community and its proceedings appeal to a worldwide audience. •Pedagogy debate is open and democratic: it is not the preserve of teachers, politicians, academics or administrators but requires open discussion.