Shizhou Yang

Payap University, English Communication - International Program, Faculty Member

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Shizhou Yang, PhD (La Trobe University, Australia) is an applied linguist, second language writer, writing teacher, and researcher affiliated with Payap University. His current research interests include TESOL, translanguaging, and Global South epistemologies. He reviews for and publishes in international journals. His two books feature L2 autobiographical writing and identity.
Supervisors: Tony Silva, Audrey N Grant, Howard Nicholas, and Peta Heywood
Address: West Lafayette, Indiana, USA

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Judith L Green

University of California, Santa Barbara

Sonja Eisenbeiss

University of Cologne

Ali Fuad Selvi

Middle East Technical University

Scott Kiesling

University of Pittsburgh

Armando Marques-Guedes

UNL - New University of Lisbon

Martin O'Neill

University of York

Lawrence Jun Zhang

The University of Auckland

Jen Scott Curwood

The University of Sydney

Kelly Accetta Crowe

The British Museum

Joshua M . Paiz

The George Washington University

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Papers by Shizhou Yang

Autobiographical Writing and Identity in EFL Education

The book explores the pedagogical potential of autobiographical writing in English-as-a-foreign l... more The book explores the pedagogical potential of autobiographical writing in English-as-a-foreign language, approaching the topic from an educational, longitudinal, dialogical, and social perspective. Through a number of case studies, the author delineates four phases that EFL writers may experience in their identity construction processes, illustrating the complexity of EFL writers’ social identities. This book will provide a valuable resource for language teachers and researchers interested in the pedagogical applications of autobiographical writing.

Literacy Autobiographies from the Global South

Routledge eBooks, Nov 28, 2022

Drawing on autoethnographic research on literacy autobiographies from a Chinese EFL writing conte... more 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. Link: https://www.routledge.com/Literacy-Autobiographies-from-the-Global-South-An-Autoethnographic-Study/Yang/p/book/9781032265391

Autoethonography in ELT: Transnational identities, pedagogies, and practices

The journal of Asia TEFL, Jun 30, 2021

The paradigm of English as an international language (EIL) has emerged in the field of English la... more The paradigm of English as an international language (EIL) has emerged in the field of English language teaching (ELT) (Marlina, 2018; Matsuda & Matsuda, 2018; McKay, 2003). While teaching EIL is considered a crucial component of English educational practices, little is known about English language teachers' reflections on teaching EIL, particularly in the Asian context. Hence, any relevant book examining EIL related pedagogical implications in Asia is highly welcome. The book The place of English as an International Language in English Language Teaching, Teachers' reflections edited by Phan Ngan Le Hai presents a thorough examination of EIL disciplines by exploring how English teachers perceive the teaching of EIL with a focus on Vietnam. It provides an insightful and updated overview of the emerging English teaching paradigm based on front-line English language teachers' reflections. The book is organised into six parts. In Part I (Chapters 1-2), the author presents an overview of English history and establishes its relevancy to the current status of English. Chapter 1 brings to the fore the need for a discussion of significant changes in English. Chapter 2 provides a discussion of English globally through multi-facet changes ranging from demographic, geographic to structural changes of English. The author reviews previous studies on teachers' and students' perceptions of English worldwide. Deriving from those findings, it is evident that English language teachers and learners need to raise their awareness of English varieties and recognise all varieties of English as equal. It is worthwhile for readers to understand how previous studies develop the various strands of scholarship on EIL concerning teachers' and students' perceptions of English. Part II (Chapters 3-4) adopts Sharifian's (2009) definition of EIL that does not refer to a single variety of English but emphasises that "English, with its many varieties, is a language of international, and therefore, intercultural communication" (p. 2) as the framework, and critically points out issues relating to teaching EIL, such as teaching models, the teaching of culture(s) and teaching materials. In Chapter 3, as a Vietnamese scholar, the author reconstructs EIL pedagogical approaches in the context of what Kachru (1985) terms as "Expanding Circle countries" and proposes that teaching EIL should make learners communicate with people from diverse lingual-cultural backgrounds, other than with English native speakers. Therefore, language teachers should be responsible for introducing varieties of English to learners. Chapter 4 presents the historical, cultural and sociolinguistic context of Vietnam, along with English development and current challenges ELT in Vietnam faces.

Shizhou Yang

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