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Using Autoethnography to Engage in Critical Inquiry in TESOL: A Tool for Teacher Learning and Reflection

Using Autoethnography to Engage in Critical Inquiry in TESOL: A Tool for Teacher Learning and Reflection

Qinghua Liu
Copyright: © 2022 |Pages: 15
ISBN13: 9781799880936|ISBN10: 1799880931|ISBN13 Softcover: 9781799880943|EISBN13: 9781799880950
DOI: 10.4018/978-1-7998-8093-6.ch012
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MLA

Liu, Qinghua. "Using Autoethnography to Engage in Critical Inquiry in TESOL: A Tool for Teacher Learning and Reflection." TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy, edited by Jenifer Crawford and Robert A. Filback, IGI Global, 2022, pp. 247-261. https://doi.org/10.4018/978-1-7998-8093-6.ch012

APA

Liu, Q. (2022). Using Autoethnography to Engage in Critical Inquiry in TESOL: A Tool for Teacher Learning and Reflection. In J. Crawford & R. Filback (Eds.), TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy (pp. 247-261). IGI Global. https://doi.org/10.4018/978-1-7998-8093-6.ch012

Chicago

Liu, Qinghua. "Using Autoethnography to Engage in Critical Inquiry in TESOL: A Tool for Teacher Learning and Reflection." In TESOL Guide for Critical Praxis in Teaching, Inquiry, and Advocacy, edited by Jenifer Crawford and Robert A. Filback, 247-261. Hershey, PA: IGI Global, 2022. https://doi.org/10.4018/978-1-7998-8093-6.ch012

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Abstract

In this chapter, the author proposes using the qualitative research method of autoethnography to improve one's practice in teaching English to students of other languages (TESOL). This chapter first includes an overview of autoethnography followed by discussion of evidence-based practices and learning activities that apply the methodology. The chapter then explores the method through a case study involving the author and her son. Through this autoethnography account, the author demonstrates the process of collecting, analyzing, and interpreting autobiographical data to gain a deeper understanding of ourselves and our students. The case demonstrates how intersectionalities, including race and gender, have an impact on the learning experiences. In this way, this protocol has methodological and pedagogical implications for TESOL praxis. This chapter finally discusses the implications of this methodology in TESOL as a viable qualitative research methodology to gain new insights and understandings for TESOL educators.

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