Please use this identifier to cite or link to this item: https://hdl.handle.net/20.500.14365/5448
Title: A Duoethnographic Dialogue of a Literacy-Track and an Oracy-Track Researcher About Language Learning and Teaching
Authors: Yuzlu, Muhammet Yasar
Mumford, Simon
Keywords: Duoethnography
complexity theory
sociocultural theory
bilingualism
Inquiry
Publisher: Routledge journals, taylor & francis ltd
Abstract: This study explores the perspectives of the two authors, who have very different language backgrounds, reflecting the subtleties of first and additional language development. We distinguish between a 'literacy-track' (i.e. starting from written language) and an oracy track (starting from spoken language). We draw on duoethnography for our dialogic inquiry. Despite very different study and career trajectories, we reach convergence in both the theory and practice of learning and teaching and we were able to see clear parallels across trajectories. This approach led us to new insights into the nature of bilingualism in 'wild', i.e. naturalistic, and instructed contexts, and through our newly-discovered lens of literacy-oracy, and the concept of heteroteaching, we hope that our readers too will be encouraged to explore new understandings of their language learning and teaching journeys.
URI: https://doi.org/10.1080/1358684X.2024.2379985
https://hdl.handle.net/20.500.14365/5448
ISSN: 1358-684X
1469-3585
Appears in Collections:Scopus İndeksli Yayınlar Koleksiyonu / Scopus Indexed Publications Collection
WoS İndeksli Yayınlar Koleksiyonu / WoS Indexed Publications Collection

Show full item record



CORE Recommender

Page view(s)

92
checked on Nov 18, 2024

Google ScholarTM

Check




Altmetric


Items in GCRIS Repository are protected by copyright, with all rights reserved, unless otherwise indicated.