L2: Volume 5 Issue 1

Introduction to the Special Issue

The premise of this publication and collective exploration is that through literacy, and in particular L2 writing, personal phenomenological experience can be reflectively inspected, explicated and presented for interpretation by others and as such can be used as an important resource within the language classroom…

ESL Teachers/ESL Students: Looking at Autoethnography through the Lens of Personetics

This qualitative, naturalistic study examines thoughts expressed in autoethnographies and accompanying notes written by ESL teachers/learners who are enrolled in a graduate teacher education program in the US. These data are then juxtaposed with the Freirean idea that English learners can be empowered if they analyze their personal paths critically…

Emotionality and Second Language Writers: Expressing Fear through Narrative in Thai and in English

Writing to express emotions can be a challenging task for second language (L2) writers, especially because it tends to be a process that is less addressed in language classrooms.  This paper aims to expand thinking on L2 literacy and writing by exploring how L2 writers can express emotion (fear) through narratives…