Autobiography, talk and the power of the personal in the teaching of English

• Published in: English in education Vol. 52; no. 2; pp. 91 - 104
• Main Author: Coultas, Valerie
• Format: Journal Article
• Language: English
• Published: Routledge 04.05.2018
• Subjects: Autobiographies; College Faculty; English (Second Language); English Instruction; English Teachers; Foreign Countries; Graduate Students; Masters Programs; Metropolitan Areas; Native Language; Program Descriptions; Second Language Instruction; Second Language Learning; Secondary School Students; Secondary School Teachers; Self Concept; Story Telling; Student Attitudes; Teacher Attitudes; Teacher Education Programs; United Kingdom (London)
• ISSN: 0425-0494; 1754-8845
• DOI: 10.1080/04250494.2018.1452601

This article looks at three examples of using language autobiographies in English Education. The first example comes from using this approach when teaching in inner London to unlock the cultural and linguistic knowledge of secondary school children. The second example looks at how this approach was adapted in the training of secondary English teachers in the Graduate Teacher Programme of the West London partnership at Kingston University. The third example considers how it was utilised in an MA (Education) English Language Teaching programme to reflect on the learning of both our native language and the learning of a second or third language. Using samples of pupils' work, student and lecturer reflections and discussions in seminars as evidence, I suggest not only that spoken language is valuable in learning but also that our personal experience and community identity are central to our engagement with the subject of English.