Dialogic Appropriation in Academic English Literacy and Pedagogy: Transnational and Translingual Praxis

Autor/in	Janfada, Mahtab
Titel	Dialogic Appropriation in Academic English Literacy and Pedagogy: Transnational and Translingual Praxis
Quelle	In: Changing English: Studies in Culture and Education, 30 (2023) 3, S.195-208 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1358-684X
DOI	10.1080/1358684X.2023.2210831
Schlagwörter	Literacy; English for Academic Purposes; Women Faculty; Second Language Learning; Language of Instruction; Language Attitudes; Teacher Attitudes; English (Second Language); Persuasive Discourse; Multilingualism; Cultural Pluralism; Dialogs (Language); Teaching Methods; Second Language Instruction; Discourse Analysis; Educational Philosophy; College Faculty; Ethnography; Language Teachers; Teacher Education Programs; Foreign Countries; Educational Experience; Iran; Australia + Suchen Sie Ihr Suchwort? Alphabetisierung; Schreib- und Lesefähigkeit; Frauenakademie; Weibliche Gelehrte; Zweitsprachenerwerb; Teaching language; Unterrichtssprache; Sprachverhalten; Lehrerverhalten; English as second language; English; Second Language; Englisch als Zweitsprache; Persuasion; Persuasive Kommunikation; Mehrsprachigkeit; Multilingualismus; Kulturpluralismus; Dialog; Dialogs; Dialogue; Dialogues; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Diskursanalyse; Bildungsphilosophie; Erziehungsphilosophie; Fakultät; Ethnografie; Language teacher; Sprachunterricht; Ausland; Bildungserfahrung; Australien
Abstract	This essay presents a decade-long reflective account of resisting (in) and appropriating English that I have experienced as a young, female academic from the Middle East who has been engaged in teaching and researching Academic English pedagogy transnationally. Informed by Bakhtin's philosophy of dialogue and his notions of insided-ness, outsided-ness and in-between-ness, I highlight the ideological complexities associated with teaching (in) English in both Anglophone and non-Anglophone contexts. I unpack these complexities through diverse scenarios where the tension between 'Internally Persuasive Discourse' and 'Authoritative Discourse' of English was evident. I propose an alternative curriculum, namely English for Dialogic Purposes as a rich way of appropriating in English and for the English-dominated discourse of academia to allow for polyphony of voices and boundary learning, vital for the multicultural and plurilingual world of education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01