Seeing Local Experiences Through Global Eyes: Duoethnography and the Internationalization of Language Teacher Education

Authors

DOI:

https://doi.org/10.36366/frontiers.v36i2.933

Keywords:

COIL, collaboration, duoethnography, internationalization of language teacher education, language teacher education, virtual exchange

Abstract

This paper discusses the use of duoethnography in the internationalization of language teacher education, aiming at responding to the following questions: A) how may duoethnography support the internationalization of language teacher education? B) What aspects of language teachers' lives can be explored in dialogical encounters among language teachers and teachers-to-be from different countries? C) What (lasting) impacts may carrying out a duoethnography have on language teachers? Beyond explaining the process of designing an international research-based assignment (IRBA), which aimed at engaging in-service and pre-service language teachers from the U.S. and Brazil in exploring their linguistic experiences, the authors present the rationale and the theoretical basis for developing the IRBA and analyzing the duoethnographies: critical approaches to language teacher education, digital literacies and technology integration in educational praxis, teacher collaboration, and duoethnography as both a process and a method. The analysis revealed that duoethnography may be effective leading to reflection and contributing to issues of equality, mobility, and access.

Abstract in Portuguese

Este artigo discute o uso da duoetnografia na internacionalização da formação de professores de línguas, visando responder às seguintes questões: a) como a duoetnografia pode apoiar a internacionalização da formação de professores de línguas? b) Que aspectos da vida dos professores de línguas podem ser explorados em encontros dialógicos entre professores de línguas e futuros professores de diferentes países? c) Que impactos (duradouros) a realização de uma duoetnografia pode ter nos professores de línguas? Além de explicar o processo de elaboração de um tarefa internacional baseada em pesquisa (TIBP), que visava envolver professores de línguas em serviço e em formação inicial nos EUA e no Brasil na exploração de suas experiências linguísticas, as autoras apresentam a justificativa e a base teórica para desenvolver o TIBP e analisar as duoetnografias: abordagens críticas à formação de professores de línguas, letramentos digitais e integração tecnológica na práxis educativa, colaboração docente e duoetnografia como processo e método. A análise revelou que a duoetnografia pode ser eficaz, levando à reflexão e contribuindo para questões de igualdade, mobilidade e acesso.

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Author Biographies

Míriam Jorge, University of Missouri, Saint Louis

Míriam Jorge serves as the Allen B. and Helen S. Shopmaker Endowed Professor of Education and International Studies and the TESOL program director at the University of Missouri, Saint Louis, USA. Dr. Jorge received her Ph.D. in Applied Linguistics. Dr. Jorge has experience in the internationalization of higher education and teacher education. Her research focuses on the education of multilingual students, and critical literacies, and the internationalization of teachers and learners.

Andréa Mattos, Federal University of Minas Gerais, Brazil

Andréa Mattos holds a Ph.D. in Linguistics and Literary Studies from the University of São Paulo, Brazil, and was a pos-doctoral fellow at the University of Manitoba, Canada. She is Associate Professor of Applied Linguistics at the Federal University of Minas Gerais, Brazil, and is a productivity researcher at the National Council for Scientific and Technological Development (CNPq) since 2018. Her research interests are foreign language teacher education, narrative inquiry, and critical literacies.

Leina Jucá, Federal University of Minas Gerais, Brazil

Leina Jucá has a PhD in Literary and Linguistic Studies from the University of São Paulo, Brazil, and was a PhD fellow at Pennsylvania State University, USA. Nowadays, she is Associate Professor of Applied Linguistics at the Federal University of Minas Gerais, Brazil. Her main research interests are related to New Literacies, especially Critical Literacies, and Decolonial Studies, focusing on the critical education of Brazilian language teachers, teaching practicum and the development of teaching materials.

Mara Barbosa, Texas A&M University–Corpus Christi

Mara Barbosa is an Associate Professor of Spanish at Texas A&M University–Corpus Christi, USA. Her research interests lie broadly in language attitudes and ideologies, and critical pedagogy. She studies the language attitudes of different groups, as well as how language attitudes may influence pedagogical practices.

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Published

2024-08-01

How to Cite

Jorge, M., Mattos, A., Jucá, L., & Barbosa, M. (2024). Seeing Local Experiences Through Global Eyes: Duoethnography and the Internationalization of Language Teacher Education. Frontiers: The Interdisciplinary Journal of Study Abroad, 36(2), 58–90. https://doi.org/10.36366/frontiers.v36i2.933

Issue

Vol. 36 No. 2 (2024): Special Issue on Intercultural Development in Teacher Education: Sustaining Momentum for Study Abroad and Virtual Exchange Innovation

Section

Research Articles

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Copyright (c) 2024 Míriam Jorge, Andrea Machado de Almeida Mattos, Leina Jucá, Mara Barbosa

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