Traversing perceptions toward Englishes: A currere-informed duoethnography of Southeast Asian PhD students studying in the US

IF 1.6 2区 文学 Q2 EDUCATION & EDUCATIONAL RESEARCH Linguistics and Education Pub Date : 2023-10-01 DOI:10.1016/j.linged.2023.101192
Parawati Siti Sondari , Yanika Phetchroj
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Abstract

Addressing scant duoethnographic practices of international doctoral students in the field of Applied Linguistics, as English teachers and learners from Indonesia and Thailand, we engaged in currere-informed duoethnography. We interrogated our English language learning and teaching trajectory from early education to graduate education through our narratives to gain a critical understanding of how our perceptions toward Englishes shaped by formal curriculum have evolved and of the repercussions of the perceptions we hold toward our personal curriculum. Four phases of currere method of regressive, progressive, analytical, and synthetic were framed in a transnational lens. This framing posits languaging as an entanglement of semiotic resources to unpack colonial hegemonic ideology that governs our languaging and educational practices and our transformative perceptions as emerging transnational teachers. This study aims to extend currere-informed duoethnography by incorporating the dimensions of transnational practices and identity construction. It also offers practical implications for English teachers and graduate students to actively construct transnational spaces and identities.

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穿越对英语的认知:在美国学习的东南亚博士生的多元民族志
针对国际博士生在应用语言学领域的多元民族志实践不足,作为来自印度尼西亚和泰国的英语教师和学习者,我们从事于当前知情的多元民族志。我们通过我们的叙述来询问我们从早期教育到研究生教育的英语学习和教学轨迹,以批判性地理解我们对正式课程塑造的英语的看法是如何演变的,以及我们对个人课程的看法的影响。从跨国视角出发,将曲线法分为回归、递进、分析和综合四个阶段。这种框架假定语言是一种符号学资源的纠缠,以解开殖民霸权意识形态,这种意识形态支配着我们的语言和教育实践,以及我们作为新兴跨国教师的变革观念。本研究旨在透过整合跨国实践与身份建构的维度,扩展多元人种志。这也为英语教师和研究生积极建构跨国空间和身份提供了现实启示。
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来源期刊
CiteScore
2.80
自引率
12.50%
发文量
87
期刊介绍: Linguistics and Education encourages submissions that apply theory and method from all areas of linguistics to the study of education. Areas of linguistic study include, but are not limited to: text/corpus linguistics, sociolinguistics, functional grammar, discourse analysis, critical discourse analysis, conversational analysis, linguistic anthropology/ethnography, language acquisition, language socialization, narrative studies, gesture/ sign /visual forms of communication, cognitive linguistics, literacy studies, language policy, and language ideology.
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