A Duoethnographic Dialogue of a Literacy-Track and an Oracy-Track Researcher About Language Learning and Teaching

References

• Ayoun, D. 2018. “Grammatical Gender Assignment in French: Dispelling the Native Speaker Myth.” Journal of French Language Studies 28 (1): 113–148. https://doi.org/10.1017/S095926951700014X.
   Web of Science ®Google Scholar
• Biber, D., S. Johansson, G. N. Leech, S. Conrad, and E. Finnegan. 2021. Grammar of Spoken and Written English. Philadelphia, PA: John Benjamins.
   Google Scholar
• Cameron, J., K. Nairn, and J. Higgins. 2009. “Demystifying Academic Writing: Reflections on Emotions, Know-How and Academic Identity.” Journal of Geography in Higher Education 33 (2): 269–284. https://doi.org/10.1080/03098260902734943.
   Web of Science ®Google Scholar
• Campbell, B., B. Mhlongo, B. Mthembu, and E. Marais. 2024. “Reflections on Our Journeys to Foregrounding Students’ Experiences Through Literature in a Pre-Service Teacher Education Programme.” Changing English 31 (1): 3–14. https://doi.org/10.1080/1358684X.2023.2284134.
   Web of Science ®Google Scholar
• Crowe, F., and O. McGarr. 2022. “An Investigation of Preservice Teachers’ Apprenticeship of Observation Through a Lens of Autobiographical Memory.” Journal of Teacher Education 73 (4): 410–423. https://doi.org/10.1177/00224871221087199.
   Web of Science ®Google Scholar
• DeKeyser, R. 2020. “Skill Acquisition Theory.” In Theories in Second Language Acquisition, edited by B. VanPatten and J. Williams, 94–112. New York: Routledge.
   Google Scholar
• Dikilitaş, K., and S. Mumford. 2020. “Preschool English Teachers Gaining Bilingual Competencies in a Monolingual Context.” System 91:91. https://doi.org/10.1016/j.system.2020.102264.
   Web of Science ®Google Scholar
• Dikilitaş, K., and S. Mumford. 2023. “Identity Reconstruction Through Reflection and Reflexivity: A New Journey Beyond the Ph.D. Dissertation.” Reflective Practice 24 (3): 265–278. https://doi.org/10.1080/14623943.2023.2170342.
   Web of Science ®Google Scholar
• Dikilitaş, K., and S. E. Mumford. 2019. “Teacher Autonomy Development Through Reading Teacher Research: Agency, Motivation and Identity.” Innovation in Language Learning and Teaching 13 (3): 253–266. https://doi.org/10.1080/17501229.2018.1442471.
   Web of Science ®Google Scholar
• Doecke, B., and S. A. Mirhosseini. 2023. “Multiple Englishes: Multiple Ways of Being in the World (A Conversational Inquiry).” English in Education 57 (2): 76–90. https://doi.org/10.1080/04250494.2023.2189910.
   Web of Science ®Google Scholar
• Ferris, D. 2014. “Responding to Student Writing: Teachers’ Philosophies and Practices.” Assessing Writing 19:6–23. https://doi.org/10.1016/j.asw.2013.09.004.
   Web of Science ®Google Scholar
• Garcia, O., S. I. Johnson, and K. Seltzer. 2017. The Translanguaging Classroom: Leveraging Student Bilingualism for Learning. Philadelphia, PA: Caslon.
   Google Scholar
• Garcia, O., and L. Wei. 2014. Translanguaging: Language, Bilingualism and Education. Basingstoke: Palgrave Macmillan.
   Google Scholar
• Hiver, P., and A. H. Al-Hoorie. 2019. Research Methods for Complexity Theory in Applied Linguistics. London: Multilingual Matters.
   Google Scholar
• Kemaloglu-Er, E., and R. J. Lowe. 2022. “Language Teacher Identity, World Englishes, and ELF: A Duoethnography Between a “Native Speaker” Teacher and a “Non-Native Speaker” Teacher.” Journal of Language, Identity & Education 22 (5): 1–14. https://doi.org/10.1080/15348458.2022.2141244.
   Web of Science ®Google Scholar
• Kramsch, C., and A. Whiteside. 2008. “Language Ecology in Multilingual Settings: Towards a Theory of Symbolic Competence.” Applied Linguistics 29 (4): 645–671. https://doi.org/10.1093/applin/amn022.
   Web of Science ®Google Scholar
• Krashen, S. 1985. The Input Hypothesis: Issues and Implications. London: Longman.
   Google Scholar
• Lado, R. 1957. Linguistics Across Cultures: Applied Linguistics for Language Teachers. Ann Arbor, MI: University of Michigan University.
   Google Scholar
• Lawrence, L., and Y. Nagashima. 2020. “The Intersectionality of Gender, Sexuality, Race, and Native-Speakerness: Investigating ELT Teacher Identity Through Duoethnography.” Journal of Language, Identity & Education 19 (1): 42–55. https://doi.org/10.1080/15348458.2019.1672173.
   Web of Science ®Google Scholar
• Lea, M. R., and B. V. Street. 2006. “The “Academic Literacies” Model: Theory and Applications.” Theory into Practice 45 (4): 368–377. https://doi.org/10.1207/s15430421tip4504_11.
   Web of Science ®Google Scholar
• Morgan, B. 2004. “Teacher Identity as Pedagogy: Towards a Field-Internal Conceptualisation in Bilingual and Second Language Education.” International Journal of Bilingual Education and Bilingualism 7 (2–3): 172–188. https://doi.org/10.1080/13670050408667807.
   Google Scholar
• Morris, P. 2023. “‘Oh, Hello Word!’boundary Crossing Between Swedish and English.” Changing English 30 (3): 223–236. https://doi.org/10.1080/1358684X.2023.2202304.
   Web of Science ®Google Scholar
• Mumford, S., and D. Atay. 2021. “Teachers’ Perspectives on the Causes of Rater Discrepancy in an English for Academic Purposes Context.” Assessing Writing 48. https://doi.org/10.1016/j.asw.2021.100527.
   Web of Science ®Google Scholar
• Norris, J., and R. D. Sawyer. 2012. “Toward a Dialogic Methodology.” In Duoethnography: Dialogic Methods for Social, Health, and Educational Research, edited by J. Norris, R. Sawyer, and D. Lund, 9–39. Walnut Creek, CA: Left Coast Press.
   Google Scholar
• Norton, B., and M. Early. 2011. “Researcher Identity, Narrative Inquiry, and Language Teaching Research.” TESOL Quarterly 45 (3): 415–439. https://doi.org/10.5054/tq.2011.261161.
   Web of Science ®Google Scholar
• Racelis, J. V., and P. K. Matsuda. 2015. “Exploring the Multiple Identities of L2 Writing Teachers.” In Advances and Current Trends in Language Teacher Identity Research, edited by Y. L. Cheung, B. S. Said, and K. Park, 203–216. London: Routledge.
   Google Scholar
• Rudolph, N., and A. Matsuda. 2023. “Borderland Negotiations of Personal–Professional Being and Belonging: A Duoethnography.” Language Teaching Research 1–16. https://doi.org/10.1177/13621688231177464.
   Web of Science ®Google Scholar
• Sawyer, R. D., and T. Liggett. 2012. “Shifting Positionalities: A Critical Discussion of a Duoethnographic Inquiry of a Personal Curriculum of Post/Colonialism.” International Journal of Qualitative Methods 11 (5): 628–651. https://doi.org/10.1177/160940691201100507.
   Web of Science ®Google Scholar
• Sawyer, R. D., and J. Norris. 2013. Duoethnography: Understanding Qualitative Research. Oxford, UK: Oxford University Press.
   Google Scholar
• Sawyer, R. D., and J. Norris. 2015. “Duoethnography: A Retrospective 10 Years After.” International Review of Qualitative Research 8 (1): 1–4. https://doi.org/10.1525/irqr.2015.8.1.1.
   Google Scholar
• Shehadeh, A. 2003. “Learner Output, Hypothesis Testing, and Internalizing Linguistic Knowledge.” System 31 (2): 155–171. https://doi.org/10.1016/S0346-251X(03)00018-6.
   Google Scholar
• Skinner, B. F. 1957. Verbal Behaviour. New York: Appleton- Century-Crofts.
   Google Scholar
• Swain, M. 1993. “The Output Hypothesis: Just Speaking and Writing aren’t Enough.” Canadian Modern Language Review 50 (1): 158–164. https://doi.org/10.3138/cmlr.50.1.158.
   Web of Science ®Google Scholar
• VanPatten, B. 2004. “Input Processing in Second Language Acquisition.” In Processing Instruction: Theory, Research, and Commentary, edited by B. VanPatten, 5–31. Mahwah, NJ: Routledge.
   Google Scholar
• Vygotsky, L. S. 1978. Mind in Society. Cambridge, MA: Harvard University Press.
   Google Scholar
• Yazan, B., L. J. Penton Herrera, and D. Rashed. 2023. “Transnational TESOL Practitioners’ Identity Tensions: A Collaborative Autoethnography.” TESOL Quarterly 57 (1): 140–167. https://doi.org/10.1002/tesq.3130.
   Web of Science ®Google Scholar
• Yüzlü, M. Y. 2023. “Identity Reconstruction of an In-Service Teacher as a Critical Bilingual: An Autoethnography.” Innovation in Language Learning and Teaching 17 (3): 650–663. https://doi.org/10.1080/17501229.2022.2107649.
   Web of Science ®Google Scholar
• Yüzlü, M. Y., and K. Dikilitas. 2022a. “Translanguaging in the Development of EFL Learners’ Foreign Language Skills in Turkish Context.” Innovation in Language Learning and Teaching 16 (2): 176–190. https://doi.org/10.1080/17501229.2021.1892698.
   Web of Science ®Google Scholar
• Yüzlü, M. Y., and K. Dikilitaş. 2022b. “The Impact of Translanguaging-Driven Training on In-Service EFL Teachers: Complexity Theory Prism.” Linguistics & Education 71:101080. https://doi.org/10.1016/j.linged.2022.101080.
   Web of Science ®Google Scholar
• Yüzlü, M. Y., and K. Dikilitaş. 2022c. “Translanguaging as a Way to Fostering EFL Learners’ Criticality in a Hybrid Course Design.” System 110:102926. https://doi.org/10.1016/j.system.2022.102926.
   Web of Science ®Google Scholar