受过西方培训的越南教师的 EFL 写作教学:从活动理论视角看紧张、情感和能动性的合作式自我民族志

IF 5 1区 文学 Q1 LINGUISTICS Journal of Second Language Writing Pub Date : 2024-07-27 DOI:10.1016/j.jslw.2024.101132
Khoa Dang Truong , Anh Thi Nguyen
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引用次数: 0

摘要

为了响应对写作教师给予更多关注的需求(Lee,2024 年),本合作自述(CAE)旨在探索在越南高等教育背景下接受西方培训的教师教授 EFL 写作的生活经历。从活动理论的角度出发,我们借鉴了系统性紧张、情感和代理等概念,报告了我们在西方 TESOL 教育与当地 EFL 写作教学活动之间遇到的紧张关系,以及我们如何从情感和代理角度应对这些紧张关系,以实现与当地环境相适应的教学实践。我们的 CAE 揭示了我们活动系统的多个组成部分之间错综复杂的紧张关系。这些紧张关系引发了我们的情绪反应,进而促使我们行使教学和关系代理权,重建我们的教学认知,实施适应性教学。值得注意的是,我们的紧张感、情感、能动性之间的动态互动构成了关键性的体验,促进了写作参与式教学内容知识的产生,进而促进了 EFL 写作学习和教学的情景可能性。这项研究为西方 TESOL 师范教育和相关利益方提供了启示,即如何更好地支持像我们这样的教师从西方学习到东方教学的转变。
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Western-trained Vietnamese teachers’ EFL writing instruction: A collaborative autoethnography of tensions, emotion, and agency from an activity theoretical perspective

In response to the need for more attention to teachers of writing (Lee, 2024), this collaborative autoethnography (CAE) aims to explore the lived experiences of Western-trained teachers teaching EFL writing in the tertiary-level educational context of Vietnam. Drawing upon the concepts of systemic tensions, emotion, and agency from an activity theoretical perspective, we report on tensions we encountered between our Western-based TESOL education and our local activity of teaching EFL writing as well as on how we emotionally and agentively responded to these tensions to allow for practices compatible with the local context. Our CAE unveiled a host of intricate tensions between multiple components of our activity systems. These tensions triggered our emotional responses, which in turn spurred us to exercise our pedagogical and relational agency to reconstruct our pedagogical cognition and implement adaptive pedagogies. Notably, the dynamic interplay between our tensions, emotion, agency constituted critical experiences which fostered the emergence of participatory pedagogical content knowledge of writing, and in turn, of situated possibilities for learning and teaching EFL writing. The study provides implications for Western-based TESOL teacher education and relevant stakeholders regarding how to better support teachers like us in our transition from learning in the West to teaching in the East.

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来源期刊
CiteScore
8.80
自引率
13.10%
发文量
50
审稿时长
59 days
期刊介绍: The Journal of Second Language Writing is devoted to publishing theoretically grounded reports of research and discussions that represent a significant contribution to current understandings of central issues in second and foreign language writing and writing instruction. Some areas of interest are personal characteristics and attitudes of L2 writers, L2 writers'' composing processes, features of L2 writers'' texts, readers'' responses to L2 writing, assessment/evaluation of L2 writing, contexts (cultural, social, political, institutional) for L2 writing, and any other topic clearly relevant to L2 writing theory, research, or instruction.
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