{"title":"Dialogic Appropriation in Academic English Literacy and Pedagogy: Transnational and Translingual Praxis","authors":"Mahtab Janfada","doi":"10.1080/1358684X.2023.2210831","DOIUrl":null,"url":null,"abstract":"ABSTRACT This essay presents a decade-long reflective account of resisting (in) and appropriating English that I have experienced as a young, female academic from the Middle East who has been engaged in teaching and researching Academic English pedagogy transnationally. Informed by Bakhtin’s philosophy of dialogue and his notions of insided-ness, outsided-ness and in-between-ness, I highlight the ideological complexities associated with teaching (in) English in both Anglophone and non-Anglophone contexts. I unpack these complexities through diverse scenarios where the tension between ‘Internally Persuasive Discourse’ and ‘Authoritative Discourse’ of English was evident. I propose an alternative curriculum, namely English for Dialogic Purposes as a rich way of appropriating in English and for the English-dominated discourse of academia to allow for polyphony of voices and boundary learning, vital for the multicultural and plurilingual world of education.","PeriodicalId":54156,"journal":{"name":"Changing English-Studies in Culture and Education","volume":"30 1","pages":"195 - 208"},"PeriodicalIF":0.7000,"publicationDate":"2023-07-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":null,"platform":"Semanticscholar","paperid":null,"PeriodicalName":"Changing English-Studies in Culture and Education","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/1358684X.2023.2210831","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q3","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
引用次数: 1
Abstract
ABSTRACT This essay presents a decade-long reflective account of resisting (in) and appropriating English that I have experienced as a young, female academic from the Middle East who has been engaged in teaching and researching Academic English pedagogy transnationally. Informed by Bakhtin’s philosophy of dialogue and his notions of insided-ness, outsided-ness and in-between-ness, I highlight the ideological complexities associated with teaching (in) English in both Anglophone and non-Anglophone contexts. I unpack these complexities through diverse scenarios where the tension between ‘Internally Persuasive Discourse’ and ‘Authoritative Discourse’ of English was evident. I propose an alternative curriculum, namely English for Dialogic Purposes as a rich way of appropriating in English and for the English-dominated discourse of academia to allow for polyphony of voices and boundary learning, vital for the multicultural and plurilingual world of education.
京公网安备 11010802042870号
京ICP备2023020795号-1
分享
求助内容：
应助结果提醒方式：
扫码关注我们
