Tesol and Tesd in Remote Aboriginal Australia
The “True” Story
Bibliographic Data
| ID | 10817828 |
|---|---|
| Authors | Kate Cadman, J Andrew Brown, Jill Brown (0009-0006-9428-3946) |
| Year | 2011 |
| Volume | 45 |
| Issue | 3 |
| Pages | 440-462 |
| Publication date | 2011-09-01 |
| Peer Reviewed | Yes |
| Open Access | Yes |
| Type | ARTICLE |
| Venue | TESOL Quarterly (JOURNAL) |
| Journal identifiers | ISSN: 0039-8322 • E-ISSN: 1545-7249 |
| Publisher | Wiley (PUBLISHER • GB) |
| DOI | 10.5054/tq.2011.256794 |
| OpenAlex | W2160272687 |
| Language | EN |
| Citations received | 7 |
| References cited | 24 |
It is widely recognised that teaching English to speakers of other languages (TESOL) and teaching English as a second dialect (TESD) in remote Indigenous Australia have a history of repeated failure of both policy and practice. National language testing has been been forcefully attacked by TESOL specialists, producing strong debate amongst politicians and educators. Meanwhile, the teachers in these remote communities, usually female, non‐Indigenous outsiders, are not consulted and rarely remain in these teaching locations. This article tells the story of how we, as researchers, developed a narrative inquiry project to investigate the situated stories of three teachers. Most immediately we noted how the stories we heard were as shocking for their silences as for what they told us, and the “truth” they offered lay primarily in the magnetism of narrative itself through the vitality of the “self” that came to life within the teacher's story. Unpredictably, however, and of greater significance for our understanding, our project confronted us with our own complicity in the silencing technologies effected by both the methodological processes and textual products of narrative study. We came to conclude that there is an inherent paradox at the heart of narrative inquiry which must be addressed in all its complexity if its emancipatory and voice‐releasing goals are to be realised
Applied linguistics · Art · Complicity · Indigenous · Linguistics · Literature · Media studies · Narrative · Pedagogy · Political science · Situated · Sociology · Vitality · History · Law · Literacy, Media, and Education · Multilingual Education and Policy · Psychology · Second Language Learning and Teaching
Language, disciplinarity and identity
An autoethnography of an international English language teaching assistant’s identity paradoxes in an EFL context
Recurrent restorying through language teacher narrative inquiry
Self-directed professional development activities
Youth return migration (US-Mexico)
Withdrawn
Conflict, Militarization, and Their After-Effects
Narratives in Social Science Research
Imagined identities
InterViews
Collaborative narrative inquiry
Re-presenting the subject
Representing teachers
The functions of narrative and research on teaching
On Hearing the Voices of Educational Research
Narrative frames for investigating the experiences of language teachers
Duty and Service
Narrative Inquiry
Narrative Study
"Seeing" Teacher Learning
Teacher Assessment Knowledge and Practice
Complexities of Identity Formation
The Sociocultural Turn and Its Challenges for Second Language Teacher Education
History and Fiction as Modes of Comprehension
Dominance Through Interviews and Dialogues
The Narrative Construction of Reality
| Unique citing works | 7 |
|---|---|
| Citations per year | 0,64 |
| Citation span | 2015 - 2024 (10) |
| Citation velocity | recent |
| Highly cited | No |
| Citation types | Neutral: 7 |