This paper discusses how teaching contexts shape the scholarship journeys of two practitioners of EAP / ESL of East Asian descent. Adopting a critical co-constructed autoethnographic approach, our dialogue illustrates and reflects on our diverse experiences in various contexts of teaching, with the aim to engage fellow educators and scholars in similar conversations regarding teaching and scholarship. Specifically, we explore how various teaching contexts, including geographic locations, programme levels, and module types, have influenced our scholarship and research directions. We challenge the false dichotomy between research and teaching, emphasising that teaching can facilitate and enrich research with our own examples in corpus linguistics and sociolinguistics. Our own experiences have demonstrated the reciprocal feedback loop between teaching and scholarship. These diverse teaching experiences have allowed us to engage with students at various levels and draw inspiration from these interactions to benefit our scholarship journeys. In addition to the lessons learned, we also discuss challenges faced throughout our journeys, drawing on contexts of language teaching and raciolinguistic research. Our conversations call attention to the need to notice not just individual facets of identity but rather the dynamic intersections of migration history, race, gender, and age of practitioners of EAP / ESL and how they influence the ways in which they impact research and scholarship in the field. Doing so can assist and enrich the ways we understand the connections and natural feedback loop between teaching and learning in EAP, fostering a sense of humility and empathy among educators, positively influencing their pedagogical approaches.
CORE (COnnecting REpositories)
CORE (COnnecting REpositories)