[A new article] 방학에 처음으로 내러티브 논문을 한편 썼습니다. 대단하진 않지만 제겐 큰 의미가 있는 글이네요. 한국 응용언어학과 영어교육 지형에서 이런 내러티브가 출판되는 일이 그리 잦은 편은 아니죠. 여타의 인문사회과학 논문과도 결이 상당히 다르고요. 구체적으로는 제가 비원어민 작문교사로서 성장하는 데 도움을 준 커뮤니티의 역할을 고찰하는 내용입니다. 아래 초록과 서문 첫 부분을 읽으시고 더 읽어보실 생각이 있으시다면 메시지 주세요. 전문을 보내드리겠습니다.
How a Nexus of Communities Mediates a Novice Writing Teacher: A Case of the Dialogically-Interpreted Narrative from the Sociocultural Perspective
In this self-reflective narrative inquiry based on teaching journal entries and interpretive dialogues, I trace how a nexus of communities mediated my own development as a novice writing teacher when I first began teaching in another languaculture. Combining activity systems analysis and autoethnographic narrative analysis allowed me to better understand the roles and influences of the community in gradually transforming me from a deficient nonnative teacher to a crosscultural meaning-maker with multimodal affordances. Specifically, three types of interrelated communities were mediating my development, namely the co-working, the co-walking, and the co-orienting community. This inquiry revealed two significant lessons. First, my development as a multilingual writing teacher was a process of reconceptualizing the scope of communities that mediate me. Second, the support of these communities materialized when it met my multimodal, multilingual, and conceptual repertoire.
How do nonnative teachers manage to live with the anxiety of teaching another language, which for many feels forever alien to them? How do these teachers survive the social stigma of inadequacy and the haunting agony of being judged based on the criteria they will never be able to meet however hard they may try?
There are different ways to deal with this seemingly insurmountable hurdle. Some may choose to bear the burden, swallowing the bitterness of ‘transgressing’ another world that permits only native speakers to inhabit. Others may rationalize their work by attaching different roles and values to native and nonnative teachers. However, there is an alternative, that is, to reinvent the meaning of language teaching itself. The current study demonstrates that narrative inquiry can be a powerful mediational tool in achieving the enterprise of reconceptualizing language pedagogy.
The Journal of Studies in Language 35.2, 237-258.