Schlagworte
data collection
writing
presenting and interpreting research
language learning and teaching
Zitationsvorschlag
Abstract
The significance of duoethnography as an alternative qualitative method for investigating research in the humanities and social sciences has considerably increased in the last decade or so. Yet, despite its increasing popularity and the growth of duoethnographic studies in second and foreign language learning and teaching, duoethnography is still unknown to many applied linguists. In order to partially redress this gap, the aim of this article is to present duoethnography as a promising qualitative method for applied linguistics studies. The text outlines the basic tenets of duoethnography, discusses the scope of its research on language learning and teaching at the present time and describes innovations that duoethnography introduces to data collection, writing, presenting and interpreting research. The article concludes with a call for more duoethnographic studies in applied linguistics as they provide a welcome move towards greater methodological diversity. This, in turn, may contribute to our better understanding of the experience of language learning and teaching, and the identity of language learners and teachers, as well as generate new themes for research.
Literaturhinweise
Aro M. (2016), In action and inaction: English learners authoring their agency (in) Kalaja P., Barcelos A. M. F., Aro M., Ruohotie-Lyhty M. (eds.), Beliefs, agency and identity in foreign language learning and teaching. New York: Palgrave Macmillan, pp. 48-66.
Bakhtin M. M. (1981), The dialogic imagination: Four essays. Trans. Caryl Emerson and Michael Holquist. Austin, TX: University of Texas Press.
Beijaard D., Meijer, P. C. (2017), Developing the personal and professional in making a teacher identity (in) Clandinin D. J., Husu J (eds.), The Sage Handbook Of Research On Teacher Education. Los Angeles: Sage, pp. 177-192.
Bhabha H. K. (1994), The location of culture. Routledge: New York.
Benson P. (2014), Narrative inquiry in applied linguistics research (in) “Annual Review of Applied Linguistics”, No 34, pp. 154-170.
Block D., Corona V. (2016). Intersectionality in language and identity research (in) Preece S. (ed.). The Routledge handbook of language and identity. London: Routledge.
Breault R. (2017), Dialogic life history in preservice teacher education (in) Norris J., Sawyer R. D. (eds.), Theorizing curriculum studies, teacher education, and research through duoethnographic pedagogy. New York: Palgrave Macmillan, pp. 63-84.
Brown H., Hamilton, H. (2016), Going beneath the surface: What is teaching for diversity anyway? (in) Brown H., Sawyer R. D., Norris J. (eds.), Forms of professional reflexivity. New York: Palgrave Macmillan, pp. 169-194.
Brown H., Sawyer R. D., Norris J. (2016), Forms of practitioner reflexivity. New York: Palgrave Macmillan.
Chang H., Ngunjiri, F. W., Hernandez K-A. C. (2013), Collaborative autoethnography. Walnut Creek, CA: Left Coast Press.
Clandinin D. J., Connelly F. M. (2000), Narrative inquiry. Jossey-Bass Publishers: San Francisco.
Cook–Sather A., Baker-Doyle, K. J. (2017), Developing teachers: Capacity for moral reasoning and imagination in teacher education (in) Clandinin, D. J., Husu, J. (eds.), The Sage handbook of research on teacher education. Los Angeles: Sage, pp. 354-368.
Freire P. (1970), Pedagogy of the oppressed. New York: Seabury Press.
Gachago D., Condy, J., Ivala, E., Chigona, A. (2014),‘All stories bring hope because stories bring awareness’: Students’ perceptions of digital storytelling for social justice education. (in) “South African Journal of Education”, Vol 34, No 4, pp. 1-12.
Gagne A., Herath, S., Valencia, M. (2018), Exploring privilege and marginalization in ELT: A trioethnography of three diverse educators (in) Yazan B., Rudolph N. (eds.), Criticality, teacher identity, and (in) equity in English language teaching. Cham: Springer, pp. 237-256.
Krammer D., Mongiardi, R. (2012), A duoethnographic exploration of what schools teach us about schooling (in) Norris J., Sawyer R. D., Lund D (eds.), Duoethnography: Dialogic methods for social, health, and educational research. Walnut Creek, CA: Left Coast Press, pp. 41-70.
Le Fevre D. M., Farquhar S. L. (2016), Re(cognizing) leadership: Women in early childhood education and the academy (in) Brown H., Sawyer R. D., Norris J (eds.), Forms of practitioner reflexivity. New York: Palgrave Macmillan, pp. 135-150.
Matthews S., Garrett H. J. (2016), Photography as reflective practice: Continuing pedagogical complexity in the learning encounter (in) Brown H., Sawyer R. D., Norris J (eds.), Forms of practitioner reflexivity. New York: Palgrave Macmillan, pp. 15-42.
Mercer N. (2000), Words and minds: How can we use language to think together. London: Routledge.
Norris J. (2012), Duoethnography (in) Given L. M. (ed.), The Sage Encyclopedia of Qualitative Research Methods. Los Angeles: Sage, pp. 234-236.
Norris J., Sawyer R. D. (2017), Theorizing curriculum studies, teacher education, and research through duoethnographic pedagogy. New York: Palgrave Macmillan.
Norris J., Sawyer R. D. (2017), Introduction: The efficacy of duoethnography in teaching and learning: A return to the roots (in) Norris J., Sawyer R. D. (eds.), Theorizing curriculum studies, teacher education, and research through duoethnographic pedagogy, pp. 1-14.
Panayotidis, E. L., Bjartveit, C. (2016), The appearance of the dead: Summoning ghosts and conjuring up the past through a virtual medium (in) Sawyer R. D., Norris J. (eds.), Interdisciplinary reflective practice through duoethnography, pp. 77-100.
Pinar W. F. (1978), Notes on the curriculum field 1978 (in) “Educational Researcher”, Vol 7, No 8, pp. 5-12.
Rasmor M. (2016), Digital storytelling in nurse practitioner education: A beginning of reflective practice (in) Brown H., Sawyer R. D., Norris J (eds.), Forms of practitioner reflexivity. New York: Palgrave Macmillan, pp. 43-62.
Rose H., Montakantiwong A. (2018), A tale of two teachers: A duoethnography of the realistic and idealistic successes and failures of teaching English as an international language (in) “RELC Journal”, Vol. 49, No.1, pp. 88-101.
Sawyer R. D., Norris, J. (2013), Duoethnography. Oxford: Oxford University Press.
Sawyer R. D., Norris, J. (2016), Interdisciplinary reflective practice through duoethnography. New York: Palgrave Macmillan.
Talmy S. (2010), Qualitative interviews in applied linguistics: From research instrument to social practice (in) “Annual Review of Applied Linguistics”, No 30, pp. 128-148.
Thorne S. (2013), Interpretive description. Walnut Creek, CA: Left Coast Press.
Vermunt, J. A., Vrikki, M., Warwick, P., Mercer, N. (2017), Connecting teacher identity formation to patterns in teacher learning (in) Clandinin D. J., Husu J. (eds.), The Sage Handbook of Research on Teacher Education. Los Angeles: Sage, pp. 143-159.
Warren A. N., Park, J. (2018), “Legitimate” concerns: A duoethnography of becoming ELT professionals (in) Yazan B., Rudolph N (eds.), Criticality, teacher identity, and (in) equity in English language teaching. Cham: Springer, pp. 199-218.
Werbińska D. (2018), Wykorzystanie duoetnografii jako innowacyjnego podejścia w refleksji przyszłych nauczycieli języka obcego (in) „Neofilolog”, Vol 51, No 1, pp. 59-74.
Werbińska D. (2019), English teacher candidates’ constructions of third spaces in a reflection-enhancing duoethnographic project (in) “Polilog. Studia Neofilologiczne”, No 9, pp. 5-20.
Werbińska D. Ekiert M. (2018), The dialogical nature of professional identity: A longitudinal study of one EFL teacher (in) Pawlak M., Mystkowska-Wiertelak A. (eds.), Challenges of second and foreign language education in a globalized world. Cham: Springer, pp. 307-326.
Wetherell M. (2010), The field of identity studies (in) Wetherell, M., Mohanty C. T. (eds.), The SAGE handbook of identities. Los Angeles: Sage, pp. 3-26.
Woods J. C., Sebok S. S. (2016), Promoting professional conversations and reflective practice among educators: Unpacking our portfolios using duoethnography (in) Brown H., Sawyer R. D., Norris J. (eds.), Forms of practitioner reflexivity. New York: Palgrave Macmillan, pp. 63-88.
Lizenz
Copyright (c) 2020 Neofilolog
Dieses Werk steht unter der Lizenz Creative Commons Namensnennung - Keine Bearbeitungen 4.0 International.
Autoren:
Die Autoren der zur Veröffentlichung in der Zeitschrift Neofilolog angenommenen Texte sind verpflichtet, den Vertrag über die Erteilung einer kostenlosen Lizenz für die Werke mit der Verpflichtung zur Erteilung einer Sublizenz CC auszufüllen, zu unterzeichnen und an die Adresse der Redaktion zurückzusenden.
Gemäß Vertrag erteilen die Autoren auf die in der Zeitschrift Neofilolog veröffentlichten Texte der Adam-Mickiewicz-Universität in Poznań eine nicht exklusive und kostenlose Lizenz und erlauben die Verwendung der Sublizenz Creative Commons Attribution-NoDerivatives 4.0 International (CC BY-ND 4.0).
Die Autoren behalten das Recht zur weiteren freien Verfügung über das Werk.
Benutzer:
Interessierte Onlinebenutzer dürfen die seit 2017 veröffentlichten Werke unter folgenden Bedingungen nutzen:
- Anerkennung der Urheberschaft - die Verpflichtung, zusammen mit dem verbreiteten Werk Informationen über die Urheberschaft, den Titel, die Quelle (Links zum Originalwerk, DOI) und die Lizenz selbst bereitzustellen;
- ohne Schaffung abgeleiteter Werke - das Werk muss in seiner ursprünglichen Form erhalten bleiben, ohne Zustimmung des Autors dürfen keine Studien, beispielsweise Übersetzungen, verbreitet werden.
Die Urheberrechte aller veröffentlichen Texte sind vorbehalten.
Sonstige:
Die Adam-Mickiewicz-Universität in Poznań behält das Recht auf die Zeitschrift als Gesamtheit (Layout, Grafik, Titel, Umschlagsprojekt, Logo usw.).