ESL Teachers/ESL Students: Looking at Autoethnography through the Lens of Personetics

Autor/inn/en	Lapidus, Alec; Kaveh, Yalda M.; Hirano, Mamiko
Titel	ESL Teachers/ESL Students: Looking at Autoethnography through the Lens of Personetics
Quelle	In: L2 Journal, 5 (2013) 1, S.19-42 (24 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1945-0222
Schlagwörter	Second Language Instruction; Second Language Learning; English Language Learners; English Teachers; Graduate Students; Preservice Teacher Education; Autobiographies; Ethnography; Reflection; Self Evaluation (Individuals); Goal Orientation; Writing (Composition); Psycholinguistics; Self Concept; Professional Identity; Qualitative Research + Suchen Sie Ihr Suchwort? Fremdsprachenunterricht; Zweitsprachenerwerb; English language lessons; Teacher; Teachers; Englischunterricht; Lehrer; Lehrerin; Lehrende; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Lehramtsstudiengang; Lehrerausbildung; Autobiography; Autobiografie; Autobiographie; Ethnografie; Zielorientierung; Zielvorstellung; Schreibübung; Psycholinguistik; Selbstkonzept; Qualitative Forschung
Abstract	This qualitative, naturalistic study examines thoughts expressed in autoethnographies and accompanying notes written by ESL teachers/learners who are enrolled in a graduate teacher education program in the US. These data are then juxtaposed with the Freirean idea that English learners can be empowered if they analyze their personal paths critically. The authors illuminate the practical aspects of autoethnography as a method of introspective, critical analysis, where personetics (Brudny, 2003) can be defined as the process of looking at one's own identity and learning. ESL learners/teachers are thus illuminated as "personal linguacultures" (Risager, 2008, p. 3) who are unique but have something in common with L2 writers from around the world. The process of writing an ESL autoethnography helps them evaluate their own objectives and goals, we postulate, and enables them to become aware of their own ESL writing as an L2 learning and teaching tool. Specific practical ramifications for the ESL writing classroom are mentioned. (As Provided).
Anmerkungen	Berkeley Language Center, University of California. B-40 Dwinelle Hall #2640, Berkeley, CA 94720. Web site: http://escholarship.org/uc/uccllt_l2
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04