Disrupting Discourses of Deficiency in English for Academic Purposes: Dialogic Reflection with a Critical Friend

Autor/inn/en	Loo, Daron Benjamin; Sairattanain, Jariya
Titel	Disrupting Discourses of Deficiency in English for Academic Purposes: Dialogic Reflection with a Critical Friend
Quelle	In: Pedagogy, Culture and Society, 31 (2023) 4, S.669-685 (17 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Loo, Daron Benjamin) ORCID (Sairattanain, Jariya)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1468-1366
DOI	10.1080/14681366.2021.1947355
Schlagwörter	English for Academic Purposes; Second Language Learning; Second Language Instruction; Disadvantaged; Neoliberalism; Higher Education; Language Teachers; College Faculty; Teacher Attitudes; Journal Writing; Dialogs (Language); Self Concept; Anxiety; Criticism; Standardized Tests; Language Tests; Professional Autonomy; Graduate Students; Doctoral Students; Language Proficiency; Commercialization; Writing Instruction; Teacher Educators; Teacher Education Programs; Teacher Collaboration; Foreign Countries; Thailand + Suchen Sie Ihr Suchwort? Zweitsprachenerwerb; Fremdsprachenunterricht; Neo-liberalism; Neoliberalismus; Hochschulbildung; Hochschulsystem; Hochschulwesen; Language teacher; Sprachunterricht; Fakultät; Lehrerverhalten; Zeitschriftenaufsatz; Dialog; Dialogs; Dialogue; Dialogues; Selbstkonzept; Angst; Kritik; Standadised tests; Standardisierter Test; Language test; Sprachtest; Berufsfreiheit; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Doctoral studies; Doctorate studies; Doctoral candidate; Doktorandenprogramm; Schüler; Schülerin; Doktorand; Doktorandin; Language skill; Language skills; Sprachkompetenz; Schreibunterricht; Teacher education; Education; Lehrerausbildung; Lehrerbildung; Lehrerkooperation; Ausland
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01