Innovative Teaching and Learning, 6 (2024), pp. 40-54.
Published online: 2024-12
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How can college education, especially language and literature studies, help students better understand themselves and the world they live in? How does a language or literature teacher connect reading and writing activities with the broader society beyond class? This autoethnographic essay reflects upon these two questions through a critical examination of my use of autoethnography in college writing courses. Drawing from communication theories and my own teaching experience, I will demonstrate how teaching autoethnography develops students’ critical thinking skills and motivates them to connect their learning with broader social issues. The paper will first share my struggles as a literature scholar and college writing teacher. Then I will discuss how my autoethnography teaching bridges teaching with research and helps students better understand language.
}, issn = {2709-2291}, doi = {https://doi.org/10.4208/itl.20240105}, url = {http://global-sci.org/intro/article_detail/itl/23626.html} }How can college education, especially language and literature studies, help students better understand themselves and the world they live in? How does a language or literature teacher connect reading and writing activities with the broader society beyond class? This autoethnographic essay reflects upon these two questions through a critical examination of my use of autoethnography in college writing courses. Drawing from communication theories and my own teaching experience, I will demonstrate how teaching autoethnography develops students’ critical thinking skills and motivates them to connect their learning with broader social issues. The paper will first share my struggles as a literature scholar and college writing teacher. Then I will discuss how my autoethnography teaching bridges teaching with research and helps students better understand language.