Teaching English as a Glocalized Communication (TEGCOM): Some Empirical Examples / Ribut Wahyudi
The purpose of this article is to discuss my own auto ethnographical reflection of teaching experiences obtained during a 6 month Discourse Analysis course back in 2013. I will discuss my teaching experiences in relation to the TEGCOM and its related literatures. I then showcase what and how my teac...
Αποθηκεύτηκε σε:
| Κύριος συγγραφέας: | |
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| Μορφή: | Βιβλίο |
| Έκδοση: |
Universiti Teknologi MARA, Kedah,
2016.
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| Θέματα: | |
| Διαθέσιμο Online: | Link Metadata |
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| 100 | 1 | 0 | |a Wahyudi, Ribut |e author |
| 245 | 0 | 0 | |a Teaching English as a Glocalized Communication (TEGCOM): Some Empirical Examples / Ribut Wahyudi |
| 260 | |b Universiti Teknologi MARA, Kedah, |c 2016. | ||
| 500 | |a https://ir.uitm.edu.my/id/eprint/30236/1/AJ_RIBUT%20WAHYUDI%20CPLT%20K%2016.pdf | ||
| 520 | |a The purpose of this article is to discuss my own auto ethnographical reflection of teaching experiences obtained during a 6 month Discourse Analysis course back in 2013. I will discuss my teaching experiences in relation to the TEGCOM and its related literatures. I then showcase what and how my teaching experience matches with the pedagogy. I use the following TEGCOM (Lin, Wang, Akamatsu & Riazi (2002; 2005) reference to contextualize the Western materials to students' cultural contexts. In this paper, I use auto-ethnography (Cauley, 2008; Ellis, Adam, Bochner, 2011) in elaborating my experience of teaching Discourse Analysis course, an empowering methodology which allows the personal story through the use of pronoun "I" (Dyson, 2007). | ||
| 546 | |a en | ||
| 690 | |a PE English language | ||
| 655 | 7 | |a Article |2 local | |
| 655 | 7 | |a PeerReviewed |2 local | |
| 787 | 0 | |n https://ir.uitm.edu.my/id/eprint/30236/ | |
| 787 | 0 | |n https://cplt.uitm.edu.my/ | |
| 856 | 4 | 1 | |u https://ir.uitm.edu.my/id/eprint/30236/ |z Link Metadata |