| 61 |
What is gained and at what cost? A critical co-constructed autoethnographic study examining national identity from a transnational perspective.
|
|
|
|
In: Institute for Student Learning Assessment (2016)
|
|
BASE
|
|
Show details
|
|
|
| 62 |
“Passing as Normal”: Living and Coping With the Stigma of Deafness (Pre-published version)
|
|
|
|
BASE
|
|
Show details
|
|
|
| 63 |
(Im)possible Identity: Autoethnographic (re)Presentations
|
|
|
|
In: Education: School of Education Faculty Publications and Other Works (2016)
|
|
BASE
|
|
Show details
|
|
|
| 64 |
The Journey from Welcoming to Belonging: Stories of a New Principal in a Latino Community
|
|
|
|
In: Journal of Catholic Education (2016)
|
|
BASE
|
|
Show details
|
|
|
| 65 |
Teacher Reflective Practice As A Response To Technical Rationalism
|
|
|
|
In: Educational Policy Studies Dissertations (2016)
|
|
BASE
|
|
Show details
|
|
|
| 66 |
Blue-Collar Scholars: Bridging Academic and Working-Class Worlds
|
|
|
|
In: Graduate Theses and Dissertations (2016)
|
|
BASE
|
|
Show details
|
|
|
| 67 |
My Italian kindergarten: an investigation of preschool language teaching
|
|
|
|
BASE
|
|
Show details
|
|
|
| 68 |
Queer Intersectionality: Queering the Limits of Identity Studies in Critical Intercultural Communication Research
|
|
|
|
In: Dissertations (2016)
|
|
BASE
|
|
Show details
|
|
|
| 69 |
Of All Days: Critical Pedagogy Outside the Classroom
|
|
|
|
In: Faculty Publications (2016)
|
|
BASE
|
|
Show details
|
|
|
| 70 |
Giving lesson observation feedback
|
|
|
|
In: 8 ; 1 ; 116 ; 127 (2016)
|
|
BASE
|
|
Show details
|
|
|
| 71 |
Saying the word: Voice and silence in an autoethnography about chronic illness
|
|
|
|
In: Stellenbosch Papers in Linguistics Plus, Vol 49, Iss 0, Pp 233-247 (2016) (2016)
|
|
BASE
|
|
Show details
|
|
|
| 72 |
Somatic Anacrusis: An Experiential Poetics of Deborah Hay's Choreography and Practice in the Solo At Once
|
|
|
|
BASE
|
|
Show details
|
|
|
| 73 |
Affect, ontology, and pedagogy: An autoethnographic study on student-teacher relationships
|
|
|
|
BASE
|
|
Show details
|
|
|
| 74 |
Negotiating Words & Worlds: An Autoethnography of Linguistic Identity Development
|
|
|
|
In: Georgia Educational Research Association Conference (2015)
|
|
BASE
|
|
Show details
|
|
|
| 75 |
Working in a Mexican Classroom: An Autoethnographic Study
|
|
|
|
In: South Florida Education Research Conference (2015)
|
|
BASE
|
|
Show details
|
|
|
| 76 |
A Teacher's Reflexive Story of Student Voice Pedagogies: An Autoethnography
|
|
|
|
BASE
|
|
Show details
|
|
|
| 77 |
‘Language speaking the subject speaking the arts’: New possibilities for interdisciplinarity in Arts/English education: Explorations in three-dimensional storytelling
|
|
|
|
In: Anae, N, (2014). ‘Language speaking the subject speaking the arts’: New possibilities for interdisciplinarity in Arts/English education: Explorations in three-dimensional storytelling. English Teaching : Practice and Critique, Vol. 13, No. 2, p. 113-140 (2014)
|
|
BASE
|
|
Show details
|
|
|
| 78 |
Autoethnography and Teacher Education: Snapshot Stories of Cultural Encounter
|
|
|
|
In: Australian Journal of Teacher Education (2014)
|
|
BASE
|
|
Show details
|
|
|
| 79 |
A Dyadic Autoethnography of a Learner of English via Chinese
|
|
Feng, Flobert Rui. - : University of Alberta. Department of Secondary Education., 2014
|
|
BASE
|
|
Show details
|
|
|
| 80 |
A Dyadic Autoethnography of a Learner of English via Chinese
|
|
Feng, Flobert Rui. - : University of Alberta. Department of Secondary Education., 2014
|
|
Abstract:
Degree: Doctor of Philosophy ; Abstract: The plethora of research on ESL, L1, L2 and ethnography has left under-reported autoethnographies borrowing mathematics as a tool for thinking. In response to the multiplicity, this dissertation explores personal and academic experiences to expose my own development of an L2 learner, in transcultural, translingual, and transnational identity formation and construction, via the learning and teaching of a second language. The methodology I have chosen to use is autoethnography, a relatively new momentum-gaining research tool that combines characteristics of ethnography and autobiography in the latter part of the twentieth century. It is very useful in writing about the dialectical personal and professional creative experiences of fixity and fluidity because, in autoethnographic writing, the observer and observed, the researcher and the researched, the emic and the etic, or the insider and the outsider, are the same. The central issue in this dissertation lies in three questions: In what ways has a person with a Chinese cultural background formed his thoughts and ideas about his English language learning and teaching experiences via exposure to English as a linguistic system and culture? How have the said thoughts and ideas influenced how he performs or reveals his learning and teaching experiences? In what ways can the efficiency of learning an additional language be reached or at least improved based on the dyadic relation between a first language and a second language? The transcultural, translingual and transnational adjustment to a foreign culture in keeping my growth in academia, started with an aim to understand changes in human nature wired by culture and language. Such life-altering cultural and linguistic changes forced the formation and construction of an identity to speed up with presentable performances. By using reflective and available tools for thinking, the speed of gaining quality performance can be efficiently reached. Thus, this research endeavours to provide a model for the development of a critically self-reflexive tool for thinking, so that a second or additional language, and the superstructure of a cultural identity that changes with a new culture, can be organically advanced with synergy and efficiency.
|
|
Keyword:
autoethnography; dyadic; identity; language; learning; teaching
|
|
URL: https://era.library.ualberta.ca/files/1z40kt39g
http://hdl.handle.net/10402/era.38377
|
|
BASE
|
|
Hide details
|
|
|
|
|
