Negotiating Identity from Auto-ethnography: Second Language Writers’ Perspectives
Title
Negotiating Identity from Auto-ethnography: Second Language Writers Perspectives
Negotiating Identity from Auto-ethnography: Second Language Writers Perspectives
Keywords: Autoethnography, voice, social identity, post method pedagogy, World Englishes
Authors
Pisarn (Bee) Chamcharatsri
p.chamcharatsri@iup.ed
Pisarn (Bee) Chamcharatsri
p.chamcharatsri@iup.ed
Bio Data
Pisarn Bee Chamcharatsi is a Ph.D. student in Composition and TESOL at Indiana University of Pennsylvania, USA. He has taught both high school and college writing in Bangkok, Thailand. His research interests includes L2 writing, identity, creative writing, World Englishes, and discourse analysis.
Abstract
Recently, the concept of identity construction has been the focus of research in the field of composition and TESOL. Second language (L2) learners have to negotiate their identities in their social milieus. For this purpose, autoethnography is a valuable task for L2 learners as it allows them to explore their cultural background and identities. The aim of this paper is to examine how such learners construct their identities in the academic setting of an American university. By examining five written autoethnographies, the author found some interesting topics, pronoun references, and authoritative and inner voices, which are discussed in detail. Also presented is the implementation of autoethnography in the L2 writing classroom and how that might contribute to L2 writing pedagogy.
Recently, the concept of identity construction has been the focus of research in the field of composition and TESOL. Second language (L2) learners have to negotiate their identities in their social milieus. For this purpose, autoethnography is a valuable task for L2 learners as it allows them to explore their cultural background and identities. The aim of this paper is to examine how such learners construct their identities in the academic setting of an American university. By examining five written autoethnographies, the author found some interesting topics, pronoun references, and authoritative and inner voices, which are discussed in detail. Also presented is the implementation of autoethnography in the L2 writing classroom and how that might contribute to L2 writing pedagogy.
[private]
See pages: 3-19
GDE Error: Error retrieving file - if necessary turn off error checking (404:Not Found)
[/private]Category: Monthly Editions, Volume 38
