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Identities and Practices of Plurilin...

Schmor, Rebecca,

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Identities and Practices of Plurilingual English for Academic Purposes Instructors: A Multimodal Pluriethnography /

Record Type:	Electronic resources : Monograph/item
Title/Author:	Identities and Practices of Plurilingual English for Academic Purposes Instructors: A Multimodal Pluriethnography // Rebecca Schmor.
Author:	Schmor, Rebecca,
Description:	1 electronic resource (296 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 86-05, Section: A.
Contained By:	Dissertations Abstracts International86-05A.
Subject:	Foreign language instruction. -
Online resource:	https://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=31564050
ISBN:	9798342755771

Identities and Practices of Plurilingual English for Academic Purposes Instructors: A Multimodal Pluriethnography /
Schmor, Rebecca,

Identities and Practices of Plurilingual English for Academic Purposes Instructors: A Multimodal Pluriethnography /Rebecca Schmor. - 1 electronic resource (296 pages)

Source: Dissertations Abstracts International, Volume: 86-05, Section: A.

Despite realities of plurilingualism, there remains a norm of monolingualism in English for Academic Purposes (EAP) contexts. For EAP instructors to resist the restrictive monolingual tradition of their teaching context and enact more linguistically and culturally inclusive approaches, they must recognize and identify with their own plurilingual resources and repertoires. Embracing the tensions inherent in enacting plurilingual pedagogy in a historically monolingual context, this study explores the relationship between plurilingual EAP instructors' identities and practices. Drawing on theoretical frameworks of complexity, intersectionality, plurilingualism, and identity, the study crafts a novel qualitative methodology called multimodal pluriethnography. With two primary methods, identity texts and duoethnographic interviews, 14 participants created complex expressions of language teacher identity and engaged in collaborative interviews in which they co-constructed their own questions with a participant as different from them as possible in terms of gender, race, language, and other identity markers. Drawing on the holistic data, this study responds to the following research questions: 1) How do plurilingual EAP teachers portray the relationship between their identities and practices? 2) How do plurilingual EAP teachers engage with each other in the role of researchers of difference? 3) What do identity texts reveal or conceal about plurilingual EAP teacher identities? Findings show that plurilingual EAP teachers portrayed a relationship between their lived experiences, personal beliefs, and teaching practices; discursively co-constructed new understandings of themselves and each other, engaging with their commonalities more than their differences; and primarily revealed linguistic, cultural, personal, and professional characteristics, while generally concealing gender, sexuality, race, and familial relationships. These findings contribute to more nuanced theorizations of plurilingual identity, highlighting its complex and intersectional nature; advance participant-informed qualitative methodology, demonstrating how dialoguing across difference can contribute to reconceptualizations of the Self and the Other; and exemplify novel formats of multimodal teacher identity texts, from comic strips to tattoo designs, emphasizing the need to explicitly attend to the relationship between teacher identity and practice. In educational and societal contexts marked by monolingual and hegemonic ideologies and practices, greater understanding and enactment of linguistically and culturally diverse identities can be acts of empowerment and transformation.

English

ISBN: 9798342755771Subjects--Topical Terms:

3541319
Foreign language instruction.
Subjects--Index Terms:

Complexity theory

Identities and Practices of Plurilingual English for Academic Purposes Instructors: A Multimodal Pluriethnography /
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502 $b Ph.D. $c University of Toronto (Canada) $d 2024.
520 $a Despite realities of plurilingualism, there remains a norm of monolingualism in English for Academic Purposes (EAP) contexts. For EAP instructors to resist the restrictive monolingual tradition of their teaching context and enact more linguistically and culturally inclusive approaches, they must recognize and identify with their own plurilingual resources and repertoires. Embracing the tensions inherent in enacting plurilingual pedagogy in a historically monolingual context, this study explores the relationship between plurilingual EAP instructors' identities and practices. Drawing on theoretical frameworks of complexity, intersectionality, plurilingualism, and identity, the study crafts a novel qualitative methodology called multimodal pluriethnography. With two primary methods, identity texts and duoethnographic interviews, 14 participants created complex expressions of language teacher identity and engaged in collaborative interviews in which they co-constructed their own questions with a participant as different from them as possible in terms of gender, race, language, and other identity markers. Drawing on the holistic data, this study responds to the following research questions: 1) How do plurilingual EAP teachers portray the relationship between their identities and practices? 2) How do plurilingual EAP teachers engage with each other in the role of researchers of difference? 3) What do identity texts reveal or conceal about plurilingual EAP teacher identities? Findings show that plurilingual EAP teachers portrayed a relationship between their lived experiences, personal beliefs, and teaching practices; discursively co-constructed new understandings of themselves and each other, engaging with their commonalities more than their differences; and primarily revealed linguistic, cultural, personal, and professional characteristics, while generally concealing gender, sexuality, race, and familial relationships. These findings contribute to more nuanced theorizations of plurilingual identity, highlighting its complex and intersectional nature; advance participant-informed qualitative methodology, demonstrating how dialoguing across difference can contribute to reconceptualizations of the Self and the Other; and exemplify novel formats of multimodal teacher identity texts, from comic strips to tattoo designs, emphasizing the need to explicitly attend to the relationship between teacher identity and practice. In educational and societal contexts marked by monolingual and hegemonic ideologies and practices, greater understanding and enactment of linguistically and culturally diverse identities can be acts of empowerment and transformation.
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650 4 $a Pedagogy. $3 2122828
650 4 $a Instructional design. $3 3172279
653 $a Complexity theory
653 $a English for Academic Purposes
653 $a Intersectionality
653 $a Pluriethnography
653 $a Plurilingualism
653 $a Teacher identity
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690 $a 0456
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710 2 $a University of Toronto (Canada). $b Curriculum, Teaching and Learning. $e degree granting institution. $3 3819525
720 1 $a Piccardo, Enrica $e degree supervisor.
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791 $a Ph.D.
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