Teaching the Nation(s): A Duoethnography on Affect and Citizenship in a Content-Based EAP Program

Autor/inn/en	Morgan, Brian; Ahmed, Anwar
Titel	Teaching the Nation(s): A Duoethnography on Affect and Citizenship in a Content-Based EAP Program
Quelle	In: TESOL Quarterly: A Journal for Teachers of English to Speakers of Other Languages and of Standard English as a Second Dialect, 57 (2023) 3, S.859-889 (31 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Morgan, Brian) ORCID (Ahmed, Anwar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0039-8322
DOI	10.1002/tesq.3213
Schlagwörter	Foreign Countries; Ethnography; Research Methodology; English for Academic Purposes; Nationalism; Assignments; Ethnicity; Service Learning; Citizenship; Canada + Suchen Sie Ihr Suchwort? Ausland; Ethnografie; Research method; Forschungsmethode; Nationalismus; Assignment; Auftrag; Zuweisung; Ethnizität; Service-Learning; Staatsbürgerschaft; Kanada
Abstract	The plurality of nation in this title foregrounds the challenge of teaching a geopolitical entity whose survival depends on building emotional ties of belonging. These ties can be problematic in diverse societies in which collective identities compete for recognition. In Canada, nationhood tied to language and culture is claimed by French-speaking Quebecers; it is also invoked by many Western-Canadian politicians to express a growing alienation from Eastern Canada's perceived socio-economic dominance. In Canada's constitution, the term First Nations represents the indigenous peoples who are the country's original inhabitants. In this context, teaching the nation(s) is indeed challenging. In response, the authors adopt duoethnography as both research methodology and pedagogy in their content-based English for Academic Purposes (EAP) courses. They first explore their experiences and emotional attachments to nationhood, reflecting on their influences on teaching around language and citizenship. They then provide two EAP assignments as examples: The first is a course assignment in which students critically examine hyphenated national identities through duoethnographic inquiry. The second is called the Get Involved project, which examines service learning and citizenship. Both examples demonstrate the importance of critical affective literacies to expand the pedagogical repertoires of EAP teachers and students in a time of resurgent nationalism. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01