A Tale of Two Teachers: A Duoethnography of the Realistic and Idealistic Successes and Failures of Teaching English as an International Language

Autor/inn/en	Rose, Heath; Montakantiwong, Anuchaya
Titel	A Tale of Two Teachers: A Duoethnography of the Realistic and Idealistic Successes and Failures of Teaching English as an International Language
Quelle	In: RELC Journal: A Journal of Language Teaching and Research, 49 (2018) 1, S.88-101 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-6882
DOI	10.1177/0033688217746206
Schlagwörter	Foreign Countries; Second Language Instruction; English (Second Language); Global Approach; Ethnography; College Faculty; English Teachers; Teacher Attitudes; Language Attitudes; Comparative Education; Autobiographies; Teaching Experience; Personal Narratives; Instructional Innovation; Evidence Based Practice; Teacher Education; Teacher Collaboration; English for Academic Purposes; Reflective Teaching; Japan; Thailand + Suchen Sie Ihr Suchwort? Ausland; Fremdsprachenunterricht; English as second language; English; Second Language; Englisch als Zweitsprache; Globales Denken; Ethnografie; Fakultät; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Lehrerverhalten; Sprachverhalten; Vergleichende Erziehungswissenschaft; Autobiography; Autobiografie; Autobiographie; Erlebniserzählung; Educational Innovation; Bildungsinnovation; Lehrerausbildung; Lehrerbildung; Lehrerkooperation
Abstract	With the growth of English worldwide there have been numerous calls for a paradigm shift from teaching English as foreign language to teaching English as an international language (EIL). While there is a growing body of conceptual literature for teaching EIL, the voices of teachers remain severely underrepresented in this movement. As such, current EIL research is missing the perspective of this key stakeholder, who is in a prime position to report 'on-the-ground' challenges of integrating EIL approaches into English language classrooms. This article addresses this gap by offering an in-depth joint autoethnography of two English language teachers, who actively experimented with EIL-informed pedagogy at universities in Japan and Thailand, and who provide very different tales of the resulting challenges and successes. Data was collected via a duoethnographic approach, an innovative methodology which presents two juxtaposing dialogic narratives in order to show readers in-depth, personal and autobiographical accounts from both teachers' experiences. Analysis of these narratives provides an illustration of the issues surrounding the implementation of research-informed innovations into ELT classrooms. The findings are discussed in terms of whether teaching EIL is a possible reality, or whether it remains an ideological fantasy. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01