Drawing on autoethnographic research on literacy autobiographies from a Chinese EFL writing context, this book provides unique insights into literacy, voice, translingualism, and critical pedagogy from a Global South perspective.
The book presents literacy autobiographies as a cultural tool for analyzing and refashioning learners’ and teachers’ sense of self in ever-expanding dialogical spaces. In addition to highlighting teachers’ own stories around autoethnographies and translanguaging, it showcases literacy autobiographies from Chinese students themselves. The book theorizes the Global South as an ontological positioning that challenges colonial mindsets and practices concerning literacy, language learning, and narratives. It argues that literacy autobiographies from a Global South perspective can be reimagined as critical pedagogy for EFL writing teaching and learning, as well as teacher development.
Validating and expanding student voices by presenting these literacy autobiographies, this book will be of great interest to researchers and students in the fields of TESOL, applied linguistics, English language teaching, second language writing, and literacy studies.
Author(s): Shizhou Yang
Series: Global South Perspectives on TESOL
Publisher: Routledge
Year: 2022
Language: English
Pages: 198
City: London
Cover
Endorsement Page
Half Title
Series Page
Title Page
Copyright Page
Dedication
Table of Contents
Editor’s Preface
Acknowledgements
Part I: A Teacher’s Stories
Introduction
Chapter 1: An EFL Writing Teacher’s Poetic Autoethnography of Literacy Autobiography
Searching for My Own Voice
A Poetic Autoethnography
Stanza 1: Teaching LA Writing
Stanza 2: My First Exposure to LA Writing
Stanza 3: Poetic Inquiry and Autoethnographic Research
A Critical Reflection on the “Foreign” from a Global South Perspective
Structure of the Book
Note
References
Chapter 2: My Own Literacy Autobiography
Early Exposure to Reading
Learning to Write in Chinese
My English Learning Journey
Becoming an L2 Writing Teacher
A Reflection from a Global South Perspective
Conclusion
References
Part II: Theory and Empirical Studies
Introduction
Chapter 3: Literacy Autobiographical Writing as Critical Pedagogy
Promises and Pitfalls of LA Writing
Promises
Pitfalls
Reconceptualizing LA Writing as Critical Pedagogy
Contextualization
Repertoire
Agency
Epistemological Disruption
Hegemonic Relations
Cultural Dynamics
Dialogical Voice
Conclusion
References
Chapter 4: Pedagogical Translanguaging Behind Literacy Autobiographical Writing
超语连接你我他 Translanguaging Links
教学语言须细查 Translanguaging Matters
Translanguaging
Pedagogical Translanguaging
对话探讨得新解 The Translanguaging Context
The Institutional and Pedagogical Contexts
Data Collection
Data Analysis
Findings
Demonstrating and Guiding LA Writing
Facilitating Autoethnographic Research
一文多稿叶成花 Facilitating Revision
Discussion
Conclusion
Appendix
Notes
References
Chapter 5: The Emergence of Translingualism in an EFL Writer’s LA
Theoretical Framework
The Study
Context
Method
Findings
The Influence of the Classroom Writing Ecology on Chen’s LA Writing
Chen’s Investment in LA Writing as Motivated by Transnationalism
Investment and Rooted Translingualism
Discussion
Conclusion and Implications
References
Chapter 6: Voice Construction Beyond Translingualism
金箍套身心 Spellbound to a Master
落笔书伤痕 Writing the Wound
作者有新声 Re-voicing the “I”
超语资源论 Reconceptualizing Translingualism
Note
References
Part III: Student’s Literacy Autobiographies
Introduction
Chapter 7: My Literacy Rooted in Chinese Culture
Childhood Memories of Reading
Writing to Leave an Indelible Mark on the World
My L2 Literacy Development
Conclusion
References
Chapter 8: A Learning Cycle of Reading and Writing in English and Chinese
The Influence of Different Language Environments on My Thought
Becoming a Bilingual Language Leaner
Different Cultures Have Different Languages
My Cultural Identity Changes with Context
Conclusion
References
Chapter 9: My Bilingual Journey
Interest in Mandarin
Exposure to Mandarin
Literacy Improvement
Exposure to English
Progress in English
Conclusion
References
Chapter 10: A Literacy History of My Early Twenty Years
Childhood Nursery Rhymes
Early Journey of Reading
Writing Experiences
A Vision of the Future
Conclusion
Notes
References
Chapter 11: A Journey of Reading and Writing in Chinese and English
Exposure to the Literacy World
Hit by the Monster, Struggle with the Monster
Hold the “Secret” of Reading and Writing
New Attitude to Reading and Writing
March Forward
Conclusion
References
Chapter 12: My Footprints of Language Learning
Learning the Naxi Language
Learning Chinese Mandarin
Learning English
Learning Japanese
Conclusion
References
Chapter 13: A Way to Memorize: Reading and Writing
Early Exposure to Reading
Learning Chinese Characters While Playing with My Brother
Listening to the Songs with Father’s Tape Player
Having My Own Story Books
Calligraphy
Being Punished for not Writing Chinese Characters Squarely
Escaping from Practice Calligraphy
Writing Compositions/“Poems”
The Most Striking Memories of Writing in English
Reflections on My English Writing as a Postgraduate
Conclusion
References
Chapter 14: My Road on Acquisition of Reading and Writing
Back to My Early Reading
A Passion for Writing Inspired
Writing, Never Far Away from Me
Conclusion
References
Chapter 15: My Conquest of Language
Preface
Attitude to English and Home Language
Every Stage of English Writing in My Life
My Feelings about Chinese and English Writing
Conclusion
References
Chapter 16: My Journey to Literacy
Self-inferiority
Self-confidence
Conclusion
References
Chapter 17: Afterword
References
Index
