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Wykorzystanie duoetnografii jako innowacyjnego podejścia w rozwijaniu refleksji przyszłych nauczycieli języka obcego

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Werbińska D.
Neofilolog
|
2018
|
issue 51/1
59-73
EN
Duo-ethnography is a research methodology, through which people of difference reconceptualise their histories of a particular phenomenon in juxtaposition with one another. Although initiated by researchers, duo-ethnographies can also be used as an innovative pedagogic tool that develops deep reflection in teacher candidates. After discussing the efficacy of duo-ethnography, a one-semester-long duo-ethnographic study is described, which was conducted by the author with six preservice English teachers. In the study, the participants worked in pairs (duo) and reflected on their own understandings of language teaching and learning (stage one), themselves as learners and future language teachers on the basis of the data from stage one (stage two), their conversational partners as learners and teachers on the basis of the data from stage one (stage three) and, finally, on the value of the duo-ethnographic project in language teacher preparation courses from their own perspective (stage four). The presentation ends with the author’s remarks about the project as a learning tool that undoubtedly encourages students to reflect but, on the other hand, has limitations that have to be acknowledged if duo-ethnography is employed as a pedagogic instrument in the classroom context.
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Duoethnography in applied linguistics qualitative research

100%
Werbińska D.
Neofilolog
|
2020
|
issue 54/2
269-283
EN
The significance of duoethnography as an alternative qualitative method for investigating research in the humanities and social sciences has considerably increased in the last decade or so. Yet, despite its increasing popularity and the growth of duoethnographic studies in second and foreign language learning and teaching, duoethnography is still unknown to many applied linguists. In order to partially redress this gap, the aim of this article is to present duoethnography as a promising qualitative method for applied lin-guistics studies. The text outlines the basic tenets of duoethnography, discusses the scope of its research on language learning and teaching at the present time and describes innovations that duoethnography introduces to data collection, writing, presenting and interpreting research. The article concludes with a call for more duoethnographic studies in applied linguistics as they provide a welcome move towards greater methodological diversity. This, in turn, may contribute to our better understanding of the experience of language learning and teaching, and the identity of language learners and teachers, as well as generate new themes for research.
3
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Book Review Beliefs, agency and identity in language learning and teaching

100%
Werbińska D.
Studies in Second Language Learning and Teaching
|
2016
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vol. 6
|
issue 2
355-358
EN
Authors: Paula Kalaja, Ana Maria F. Barcelos, Mari Aro, Maria Ruohotie-Lyhty Publisher: New York: Palgrave Macmillan, 2016 ISBN: 9781137425942 Pages: 237
4
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Language teacher positioning in a teacher promotion examination: a small story approach

100%
Werbińska D.
Neofilolog
|
2020
|
issue 54/1
133-153
EN
Although there is an increasing body of research on diverse aspects of language teachers’ professional practice there are still contexts that remain hardly explored. One such context is the oral examination situation encountered by experienced language teachers in Poland who aspire to be promoted in the ranks of the teaching profession. Drawing on positioning theory as a methodological tool to analyse the experience of one English teacher’s promotion examination situation, I will attempt to find out what aspects of teacher identity emerge from the small stories employed in the examination situation, as well as what lessons can be learnt from a study about teacher positioning (both selfpositioning and being positioned) in the professional assessment context. Although the study is set in the Polish context, it may contribute to the knowledge on language teacher identity (re)construction in general through its focus on one area of language teacher professional practice – taking a teacher promotion examination.
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