My language learning, using, and researching stories: Critical autoethnography of socialization
Başlık çevirisi mevcut değil.
- Tez No: 718612
- Danışmanlar: DR. MIGUEL MANTERO, DR. BEDRETTIN YAZAN
- Tez Türü: Doktora
- Konular: Dilbilim, Eğitim ve Öğretim, Sosyoloji, Linguistics, Education and Training, Sociology
- Anahtar Kelimeler: autoethnography, critical autoethnography, second language socialization, teacher socialization, transnationalism, translingualism, translanguaging, desire, in-betweenness
- Yıl: 2020
- Dil: İngilizce
- Üniversite: University of Alabama-Tuscaloosa
- Enstitü: Yurtdışı Enstitü
- Ana Bilim Dalı: Belirtilmemiş.
- Bilim Dalı: Belirtilmemiş.
- Sayfa Sayısı: 218
Özet
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Özet (Çeviri)
In this thesis-by-publication format dissertation, I first reviewed recently published autoethnographic works in applied linguistics. Then, drawing on the subsections of socialization theory [i.e., second language (L2) socialization, teacher socialization, and academic discourse socialization (ADS)], I explored my experiences related to learning, using, and teaching English alongside becoming an educational researcher. Autoethnography afforded me with the methodological tools to research on myself instead of doing research on others. In the first article, I conducted a state-of-the-art review of autoethnographies (# 40) published in peer-reviewed applied linguistics journals between 2010 and 2020. I examined the ways researchers used autoethnography as a qualitative methodology to discuss their language learner, user, teacher, and teacher educator experiences. I aimed to answer how recent autoethnographic studies used autoethnography as a new qualitative research methodology in the field of applied linguistics. Overall, the findings showed that a great majority of the researchers employed autoethnography as „an umbrella term‟ without opting for a specific type of autoethnography. Their motivation to use autoethnography pertained mostly to their data, which they produced prior to or following their decision to research on themselves. However, they provided little or no justification about their methodological choices as to what affordances autoethnography offered them that other methodologies did not. In the second article, I examined my participation in various CoPs to explore my language learning, using, and teaching experiences via critical autoethnography of socialization. Although socialization implies a unidirectional pattern in social learning, substantial literature iv shows that it may be a multidirectional and chaotic process in that individuals actively and strategically participate in CoPs through negotiation with, acceptance of, and resistance to the ongoing discursive practices. Collecting personal data from my memory and supplementary sources, I employed a chronicling the past strategy in my data analysis. The findings showed that many complex factors involved in my socialization processes such as the attitudes of other members, more specifically those of old(er)timers; individual, institutional, and national desires; micro, meso and macro level language ideologies; and my previous experiences and future aspirations. I framed the third article as „mystory‟ to explore my transnational academic discourse socialization centering on my higher education experiences first in two Turkish universities, then one in the US. The overarching question that guided this critical autoethnography of socialization study was how my university life in Turkey and the US has influenced my transnational academic discourse socialization. To answer this question, I used memory-based self-reflections and other data I produced during my undergraduate and graduate studies. I analyzed these data using a chronicling the past strategy. The findings showed that my transnational ADS was triggered and fueled by my desire to break away from nation-state ideologies and to learn about other cultures and peoples. Also, studying first literature and English language teaching at English medium of instruction universities had tremendous effect on my transnational ADS. On the whole, my TADS was a complex mental/emotional/intellectual process manifested in translanguaging practices in hybrid, fluid, in-between spaces.
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