Duoethnography in English Language Teaching

Robert J. Lowe is a Lecturer in the Department of English Communication, Tokyo Kasei University, Japan. His research interests include native-speakerism, critical applied linguistics and qualitative research methodology.Luke Lawrence is a Lecturer in the Department of Social Psychology, Toyo University, Japan. His research interests include native-speakerism, group dynamics and teacher identity.

• Richard D. Sawyer: ForewordChapter 1. Luke Lawrence and Robert J. Lowe: An Introduction to DuoethnographyPart 1: Duoethnography for ELT Research             Chapter 2. Daniel Hooper, Momoko Oka and Aya Yamazawa: Not all Eikaiwas (or Instructors) are Created Equal: A Trioethnography of ‘Native Speaker’ and ‘Non-Native Speaker’ Perspectives on English Conversation Schools in JapanChapter 3. Yuzuko Nagashima and Chris Hunter: Critical ELT in Japan: A Duoethnographic Exploration of Origins, Identities, Obstacles, and Concerns         Chapter 4. Richard Pinner and Ema Ushioda: Personalisation and Professionalism: Managing the Relationship between Teacher and Learner as PeoplePart 2: Duoethnography for Reflection and Teacher Education    Chapter 5. Ben Smart and Charles Cook: Professional Development through Duoethnography: Reflecting on Dialogues between an Experienced and Novice TeacherChapter 6. Nick Kasparek and Matthew W. Turner: Puzzling about Special Educational Needs in EFL Teacher Development: A Duoethnographic Inquiry           Chapter 7. Matthew Schaefer and Peter Brereton: Developing Understandings of Reflective Practice and Teacher Training               Part 3: Duoethnography for Language Teaching Chapter 8. Robert J. Lowe and Luke Lawrence: Duoethnography in the Language Class     Chapter 9. Robert J. Lowe: Language Development though Duoethnographic Peer InteractionChapter 10. Luke Lawrence: Collaboration and Cohesion: Using Duoethnography to Enhance Group Dynamics and Pair Relationship Building in a University Speaking Class

Lowe and Lawrence have curated a fabulous collection of duoethnographies. The book is informative, readable, and very useful – for both researchers and teachers. This theoretically and methodologically complex and challenging area of research, reflection and pedagogy is narrated in an accessible, composed style. The book serves as an authoritative and convincing introduction to duoethnography in applied linguistics and ELT.