Publisher Description

This book sets out duoethnography as a method of research, reflective practice and as a pedagogical approach in English Language Teaching (ELT). The book provides an introduction to the history of duoethnography and lays out its theoretical foundations. The chapters then address duoethnography as a research method which can be used to explore critical and personal issues among ELT teachers, discuss how duoethnography as a reflective practice can aid teachers in understanding themselves, their colleagues or their context, and demonstrate how duoethnography can be used as a pedagogical tool in ELT classrooms. The chapters are a range of duoethnographies from established and emerging researchers and teachers, which explore the interplay between cultural discourses and life histories with a focus on ELT in Japan.

Author Biography

Robert J. Lowe is a Lecturer in the Department of English Communication, Tokyo Kasei University, Japan. His research interests include native-speakerism, critical applied linguistics and qualitative research methodology.Luke Lawrence is a Lecturer in the Department of Social Psychology, Toyo University, Japan. His research interests include native-speakerism, group dynamics and teacher identity.

Table of Contents

Richard D. Sawyer: ForewordChapter 1. Luke Lawrence and Robert J. Lowe: An Introduction to DuoethnographyPart 1: Duoethnography for ELT Research             Chapter 2. Daniel Hooper, Momoko Oka and Aya Yamazawa: Not all Eikaiwas (or Instructors) are Created Equal: A Trioethnography of 'Native Speaker' and 'Non-Native Speaker' Perspectives on English Conversation Schools in JapanChapter 3. Yuzuko Nagashima and Chris Hunter: Critical ELT in Japan: A Duoethnographic Exploration of Origins, Identities, Obstacles, and Concerns         Chapter 4. Richard Pinner and Ema Ushioda: Personalisation and Professionalism: Managing the Relationship between Teacher and Learner as PeoplePart 2: Duoethnography for Reflection and Teacher Education    Chapter 5. Ben Smart and Charles Cook: Professional Development through Duoethnography: Reflecting on Dialogues between an Experienced and Novice TeacherChapter 6. Nick Kasparek and Matthew W. Turner: Puzzling about Special Educational Needs in EFL Teacher Development: A Duoethnographic Inquiry           Chapter 7. Matthew Schaefer and Peter Brereton: Developing Understandings of Reflective Practice and Teacher Training               Part 3: Duoethnography for Language Teaching Chapter 8. Robert J. Lowe and Luke Lawrence: Duoethnography in the Language Class     Chapter 9. Robert J. Lowe: Language Development though Duoethnographic Peer InteractionChapter 10. Luke Lawrence: Collaboration and Cohesion: Using Duoethnography to Enhance Group Dynamics and Pair Relationship Building in a University Speaking Class

Review

Lowe and Lawrence have curated a fabulous collection of duoethnographies. The book is informative, readable, and very useful – for both researchers and teachers. This theoretically and methodologically complex and challenging area of research, reflection and pedagogy is narrated in an accessible, composed style. The book serves as an authoritative and convincing introduction to duoethnography in applied linguistics and ELT. * Gary Barkhuizen, University of Auckland, New Zealand *
This is an important addition to our understanding of how duoethnographies relate to the cultural and discursive contexts of language. The book articulates pedagogical implications of duoethnography for language development and is an expertly crafted collection of voices, narratives, and reflections. It provides an excellent touchstone for a reflective exploration of the values of dialogue and difference. * Steve Mann, University of Warwick, UK *
This collection of chapters is a timely and important contribution to the growing field of duoethnography. Meticulously researched and compellingly written, it is a must-read for anyone wanting to understand what duoethnography is, how it can be related to reflective practice, and how it can be applied to the classroom. * Diane Hawley Nagatomo, Ochanomizu University, Japan *

Promotional

Introduces duoethnography in ELT as a form of dialogic qualitative research focusing on the life histories of the researchers

Long Description

This book sets out duoethnography as a method of research, reflective practice and as a pedagogical approach in English Language Teaching (ELT). The book provides an introduction to the history of duoethnography and lays out its theoretical foundations. The chapters then address duoethnography as a research method which can be used to explore critical and personal issues among ELT teachers, discuss how duoethography as a reflective practice can aid teachers in understanding themselves, their colleagues or their context, and demonstrate how duoethnography can be used as a pedagogical tool in ELT classrooms. The chapters are a range of duoethnographies from established and emerging researchers and teachers, which explore the interplay between cultural discourses and life histories with a focus on ELT in Japan.

Review Quote

This is an important addition to our understanding of how duoethnographies relate to the cultural and discursive contexts of language. The book articulates pedagogical implications of duoethnography for language development and is an expertly crafted collection of voices, narratives, and reflections. It provides an excellent touchstone for a reflective exploration of the values of dialogue and difference.

Promotional "Headline"

Introduces duoethnography in ELT as a form of dialogic qualitative research focusing on the life histories of the researchers

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