Chatwara Suwannamai Duran
Biographic Data
| ID | 3983517 |
|---|---|
| NAME | Chatwara Suwannamai Duran |
| GIVEN NAMES | Chatwara Suwannamai |
| FAMILY NAME | Duran |
| SIGNATURE | DURÁN C S |
| AFFILIATIONS | University of Houston |
| ORCID | 0000-0003-4732-374X |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 16 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2013 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 2 |
Because she’s not a native speaker of English, she doesn’t have the knowledge”
This study examines how we, who self-identify as nonnative English speakers (NNESs), construct our NNES positionings in academia. It further investigates how these constructions have affected how we position ourselves and are positioned by others in the context of U.S. higher education. Utilizing methodological procedures of duoethnographies, we explore our constructions of NNES positionings through an analysis and synthesis of our three-intervie…
Valuing the resources and experiences of refugee-background learners
Although there is now a good deal of research on whether, when, and how to teach Academic Language (AL), we still have a limited understanding of the various ways and reasons we might teach AL to refugee-background students enrolled in U.S. schools–and how to do so without devaluing their existing repertoires, resources, and lived experiences. A more nuanced view of who refugee-background learners are, their existing linguistic resources, and the…
On Issues of Discrimination and Xenophobia
I Want to Do Things With Languages”
This article discusses how a male Karenni refugee in the United States has constructed multilingual capital along the way of his multiple movements across national borders. As a member of an ethnic minority group in three different countries (Burma, Thailand, and the United States), he has invested in learning multiple languages throughout the movements. Based on a two-year ethnographic study on the participant’s multilingual practices, I argue t…
Reading Pennycook Critically 10 Years Later
As we, an instructor and her students, read through Alastair Pennycook's Critical Applied Linguistics (2001) in a PhD seminar by the same name, we found ourselves contrasting and comparing the insights provided in that book with those in other critical texts and wondering what the ten years since the work's publication had meant. This article is a collection of such reflections, one that is guided by our belief that activities relating to languag…
Valuing the resources and experiences of refugee-background learners
Although there is now a good deal of research on whether, when, and how to teach Academic Language (AL), we still have a limited understanding of the various ways and reasons we might teach AL to refugee-background students enrolled in U.S. schools–and how to do so without devaluing their existing repertoires, resources, and lived experiences. A more nuanced view of who refugee-background learners are, their existing linguistic resources, and the…
I Want to Do Things With Languages”
This article discusses how a male Karenni refugee in the United States has constructed multilingual capital along the way of his multiple movements across national borders. As a member of an ethnic minority group in three different countries (Burma, Thailand, and the United States), he has invested in learning multiple languages throughout the movements. Based on a two-year ethnographic study on the participant’s multilingual practices, I argue t…
On Issues of Discrimination and Xenophobia
Because she’s not a native speaker of English, she doesn’t have the knowledge”
This study examines how we, who self-identify as nonnative English speakers (NNESs), construct our NNES positionings in academia. It further investigates how these constructions have affected how we position ourselves and are positioned by others in the context of U.S. higher education. Utilizing methodological procedures of duoethnographies, we explore our constructions of NNES positionings through an analysis and synthesis of our three-intervie…
Reading Pennycook Critically 10 Years Later
As we, an instructor and her students, read through Alastair Pennycook's Critical Applied Linguistics (2001) in a PhD seminar by the same name, we found ourselves contrasting and comparing the insights provided in that book with those in other critical texts and wondering what the ten years since the work's publication had meant. This article is a collection of such reflections, one that is guided by our belief that activities relating to languag…
I Want to Do Things With Languages”
This article discusses how a male Karenni refugee in the United States has constructed multilingual capital along the way of his multiple movements across national borders. As a member of an ethnic minority group in three different countries (Burma, Thailand, and the United States), he has invested in learning multiple languages throughout the movements. Based on a two-year ethnographic study on the participant’s multilingual practices, I argue t…
On Issues of Discrimination and Xenophobia
Valuing the resources and experiences of refugee-background learners
Although there is now a good deal of research on whether, when, and how to teach Academic Language (AL), we still have a limited understanding of the various ways and reasons we might teach AL to refugee-background students enrolled in U.S. schools–and how to do so without devaluing their existing repertoires, resources, and lived experiences. A more nuanced view of who refugee-background learners are, their existing linguistic resources, and the…
Because she’s not a native speaker of English, she doesn’t have the knowledge”
This study examines how we, who self-identify as nonnative English speakers (NNESs), construct our NNES positionings in academia. It further investigates how these constructions have affected how we position ourselves and are positioned by others in the context of U.S. higher education. Utilizing methodological procedures of duoethnographies, we explore our constructions of NNES positionings through an analysis and synthesis of our three-intervie…
Political science (5 works) · Sociology (5 works) · Law (4 works) · Multilingual Education and Policy (4 works) · Pedagogy (4 works) · Computer Science (3 works) · Gender Studies (3 works) · Psychology (3 works) · Refugee (3 works) · Education and experiences of immigrants and refugees (2 works)