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Picturing English: Participatory photography in a college EFL classroom in Taiwan

Picturing English: Participatory photography in a college EFL classroom in Taiwan

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Picturing English: Participatory photography in a college EFL classroom in Taiwan

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  1. Picturing English: Participatory photography in a college EFL classroom in Taiwan 21st SLED Symposium Yi-Ching Lee

  2. What is Photovoice? A brief history & evolution Development in the mid-1990’s Caroline Wang and colleagues (Wang & Burris, 1994,1997; Wang, Yi, Tao & Carovano, 1998) Originated in the field of health education and public health Taken up as a feminist methodology in various fields (i.e.: education) (Nelson & Christensen, 2009; Nimmon & Begoray, 2009; Strack, Magill & McDonagh, 2004; Wilson, Dasho, Martin, Wallerstein, Wang & Minkkler, 2007; Zenkov & Harmon, 2009 )

  3. Theoretical underpinnings: • Critical theory (Freire’s problem posing) • Documentary research • Feminist action research (See Meyer & Kroeger, 2005 and Catalani& Minkler, 2009 for a detailed literature review)

  4. An adaptation of Photovoice in an EFL classroom Context: A college EFL class in Taiwan Participants: 37 sophomore English majors Embedded in a larger research project

  5. Process: Discussion of “photographs as texts” & ethics The overarching theme: experience as an EFL learner in Taiwan “On the right track” --- two photos sent to the instructor every two weeks Gallery walk Focus group discussion, teacher & researcher peer debriefing and reflections

  6. Recurring themes

  7. Recurring themes

  8. Recurring themes Pop culture & media Technology Local community And more…

  9. Why in EFL/ESL/FL classrooms? Interactive and communicative approach to language learning Reflective language learning Community building and learner participation Project-based learning (Brydon-Miller,2006)

  10. My researcher’s stance: Research or pedagogy? Data or method to collect data? Emancipation? Empowerment?

  11. References: Wang, C. & Burris, M. (1994). Empowerment through photo novella: Portraits of participation. Health Education Quarterly, 21, 171-186. Wang, C. & Burris, M. (1997). Phtovoice: Concept, methodology and use for participatory needs assessment. Health Education and Behavior, 24(3), 369-387. Wang, C. C.,Yi, W. K., Tao, Z. W., & Carovano, K. (1998). Photovoice as a participatory health promotion strategy. Health Promotion international, 13(1), 75-86.  Meyer, H. & Kroeger,S. (2005). Photovoice as an educational action research tool. Qualitative Research Journal, 5(2), 185-194. Catalani, C. & Minkler, M. (2010). Photovoice: A review of the literature in health and public health. Health Education and Behavior, 37(3), 424-451. Nimmon, L. & Begoray, D. (2008). Creating participatory photonovels: A classroom guide. Adult Basic Education and Literacy Journal, 2(3), 174-178. Nelson, E. & Christensen, K. (2009). Photovoice in the middle: How out students experience learning at school and beyond. New Zealand Journal of Teachers’ Work, 6(1), 35-46. Strack, W., Magill, C. & McDonagh, K. (2004). Engaging youth through photovoice. Health Promotion Practice, 5(1), 49-58. Wilson, N., Dasho, S., Martin,A. C., Wallerstein, N., Wang, C., & Minkler, M. (2007). Engaging young adolescents in social action through Photovoice – The Youth Empowerment Strategies (YES!) project. Journal of Early Adolescence, 27(2), 241-261. Zenkov, K. & Harmon, J. (2009). Picturing a writing process: Photovoice and teaching writing to urban youth. Journal of Adolescence and Adult Literacy, 52(7), 575-584.