Identity reconstruction of an in-service teacher as a critical bilingual: an autoethnography

IF 3.1 3区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Innovation in Language Learning and Teaching Pub Date : 2022-08-02 DOI:10.1080/17501229.2022.2107649

Muhammet Yasar Yuzlu

{"title":"Identity reconstruction of an in-service teacher as a critical bilingual: an autoethnography","authors":"Muhammet Yasar Yuzlu","doi":"10.1080/17501229.2022.2107649","DOIUrl":null,"url":null,"abstract":"ABSTRACT Purpose This study presents the emergence of my dynamic bilingualism-induced critical bilingual identity by drawing upon Garcia and Wei’s translanguaging perspectives. Design/Methodology/Approach I adopted an autoethnographic approach focusing on teacher development through research and practice, supported by research on fostering dynamic bilingualism of emergent bilinguals in EFL contexts, which is used to review my memories and reflection. Using bilingualism ideologies as a conceptual framework, I interpret my experiences by deconstructing dominant monolingual ideology through embracing a more critical bilingual stance. Findings By enacting autoethnography as translanguaged research anchored to theoretical, methodological, and pedagogical turns, this study reveals its potential to conceptualize the complexities of translanguaging and thus forge these into a coherent ideology. Originality/Value With an open-ended paradigm, and its catalytic role in comprehending speaker-oriented language practices, it thus engenders criticality. This autoethnographic analysis of my introspective and retrospective data is hoped to open novel vistas for EFL teacher education and in-service EFL teacher training.","PeriodicalId":45930,"journal":{"name":"Innovation in Language Learning and Teaching","volume":"17 1","pages":"650 - 663"},"PeriodicalIF":3.1000,"publicationDate":"2022-08-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Innovation in Language Learning and Teaching","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1080/17501229.2022.2107649","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}

引用次数: 0

Abstract

ABSTRACT Purpose This study presents the emergence of my dynamic bilingualism-induced critical bilingual identity by drawing upon Garcia and Wei’s translanguaging perspectives. Design/Methodology/Approach I adopted an autoethnographic approach focusing on teacher development through research and practice, supported by research on fostering dynamic bilingualism of emergent bilinguals in EFL contexts, which is used to review my memories and reflection. Using bilingualism ideologies as a conceptual framework, I interpret my experiences by deconstructing dominant monolingual ideology through embracing a more critical bilingual stance. Findings By enacting autoethnography as translanguaged research anchored to theoretical, methodological, and pedagogical turns, this study reveals its potential to conceptualize the complexities of translanguaging and thus forge these into a coherent ideology. Originality/Value With an open-ended paradigm, and its catalytic role in comprehending speaker-oriented language practices, it thus engenders criticality. This autoethnographic analysis of my introspective and retrospective data is hoped to open novel vistas for EFL teacher education and in-service EFL teacher training.

查看原文本刊更多论文

在职教师作为批判性双语者的身份重建：一种民族志

目的本研究通过借鉴Garcia和Wei的跨语言观点，展示了我的动态双语诱导的批判性双语身份的出现。设计/方法/方法我采用了一种自我民族志的方法，通过研究和实践来关注教师的发展，并以在EFL环境下培养新兴双语者的动态双语能力的研究为支持，用于回顾我的记忆和反思。以双语意识形态为概念框架，我通过接受更具批判性的双语立场来解构占主导地位的单语意识形态，以此来解释我的经历。通过将自我民族志作为一种以理论、方法和教学为基础的跨语言研究，本研究揭示了其将跨语言复杂性概念化的潜力，从而将其形成一种连贯的意识形态。原创性/价值由于其开放式范式及其在理解以说话者为导向的语言实践中的催化作用，因此产生了批判性。通过对我的内省和回顾性数据的自我民族志分析，希望能为英语教师教育和在职英语教师培训开辟新的前景。

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

Innovation in Language Learning and Teaching LINGUISTICS-

CiteScore

6.90

自引率

6.70%

发文量

期刊介绍： Innovation in Language Learning and Teaching is an international refereed journal devoted to innovative approaches to methodologies and pedagogies in language learning and teaching. It publishes research articles, review articles and book/materials reviews. It draws on a range of disciplines that share a focus on exploring new approaches to language learning and teaching from a learner-centred perspective. It will appeal to anyone interested in the development of, research into or practical application of new methodologies in language teaching and learning.