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Books > Language & Literature > Language & linguistics > Literacy
Drawing on autoethnographic research on literacy autobiographies
from a Chinese EFL writing context, this book provides unique
insights into literacy, voice, translingualism, and critical
pedagogy from a Global South perspective. The book presents
literacy autobiographies as a cultural tool for analyzing and
refashioning learners' and teachers' sense of self in
ever-expanding dialogical spaces. In addition to highlighting
teachers' own stories around autoethnographies and translanguaging,
it showcases literacy autobiographies from Chinese students
themselves. The book theorizes the Global South as an ontological
positioning that challenges colonial mindsets and practices
concerning literacy, language learning, and narratives. It argues
that literacy autobiographies from a Global South perspective can
be reimagined as critical pedagogy for EFL writing teaching and
learning, as well as teacher development. Validating and expanding
student voices by presenting these literacy autobiographies, this
book will be of great interest to researchers and students in the
fields of TESOL, applied linguistics, English language teaching,
second language writing, and literacy studies.
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