Autoethnography and critical reflection as pedagogical practice in the ECP classroom

Abstract

This chapter the author highlights how her identity as a critical applied linguists is challenged by the curriculum dictates that foregrounds a decontextual approach to the teaching of academic literacies to second year extended curriculum students. The author uses an autoethnographic approach to harness her reflective insights into her own university learning trajectory. She shows how these methodological tools has allowed for a more sensitive understanding of her students’ experiences of her academic literacies class.