Robert J. Lowe – författare

In this book, Robert J. Lowe introduces frame analysis, a qualitative research approach grounded in the critical theory of the early Frankfurt School and framing in the social sciences. Lowe sets out the principles of the frame analysis approach and provides a guide to conducting this kind of research in practice.

Focused on identifying and challenging ideology through immanent critique, Lowe presents a methodological guide and research report. He begins by explaining early critical theory and the frame analysis approach, followed by a detailed example of its application. This example illustrates the key stages: identifying participants'' ideological presuppositions through their “master framing,” questioning the internal logic of this framing, and presenting contradictions to participants. Finally, the researcher observes reactions and documents emerging counter-framing, marking the first signs of resistance to dominant ideology.

By applying this approach to issues in English language teaching, the book questions some of the ways in which the rhetoric of pluralism and diversity around English as an international language may stand at odds with the realities of a world in which some varieties of the language have more prestige than others. Through the frame analysis approach, the author suggests that researchers can play a role in empowering language learners and users to advocate for a world in which they can take true ownership of the language. Key reading for all qualitative researchers and advanced students in applied linguistics, sociolinguistics, ELT/TESOL and linguistic anthropology.

In this book, Robert J. Lowe introduces frame analysis, a qualitative research approach grounded in the critical theory of the early Frankfurt School and framing in the social sciences. Lowe sets out the principles of the frame analysis approach and provides a guide to conducting this kind of research in practice.

Focused on identifying and challenging ideology through immanent critique, Lowe presents a methodological guide and research report. He begins by explaining early critical theory and the frame analysis approach, followed by a detailed example of its application. This example illustrates the key stages: identifying participants'' ideological presuppositions through their “master framing,” questioning the internal logic of this framing, and presenting contradictions to participants. Finally, the researcher observes reactions and documents emerging counter-framing, marking the first signs of resistance to dominant ideology.

By applying this approach to issues in English language teaching, the book questions some of the ways in which the rhetoric of pluralism and diversity around English as an international language may stand at odds with the realities of a world in which some varieties of the language have more prestige than others. Through the frame analysis approach, the author suggests that researchers can play a role in empowering language learners and users to advocate for a world in which they can take true ownership of the language. Key reading for all qualitative researchers and advanced students in applied linguistics, sociolinguistics, ELT/TESOL and linguistic anthropology.

This book introduces the concept of the ‘native speaker’ frame: a perceptual filter within English Language Teaching (ELT) which views the linguistic and cultural norms and the educational technology of the anglophone West as being normative, while the norms and practices of non-Western countries are viewed as deficient. Based on a rich source of ethnographic data, and employing a frame analysis approach, it investigates the ways in which this ‘native-speaker’ framing influenced the construction and operation of a Japanese university EFL program. While the program appeared to be free of explicit expressions of native-speakerism, such as discrimination against teachers, this study found that the practices of the program were underpinned by implicitly native-speakerist assumptions based on the stereotyping of Japanese students and the Japanese education system. The book provides a new perspective on debates around native-speakerism by examining how the dominant framing of a program may still be influenced by the ideology, even in cases where overt signs of native-speakerism appear to be absent.

This book sets out duoethnography as a method of research, reflective practice and as a pedagogical approach in English Language Teaching (ELT). The book provides an introduction to the history of duoethnography and lays out its theoretical foundations. The chapters then address duoethnography as a research method which can be used to explore critical and personal issues among ELT teachers, discuss how duoethnography as a reflective practice can aid teachers in understanding themselves, their colleagues or their context, and demonstrate how duoethnography can be used as a pedagogical tool in ELT classrooms. The chapters are a range of duoethnographies from established and emerging researchers and teachers, which explore the interplay between cultural discourses and life histories with a focus on ELT in Japan.

This book sets out duoethnography as a method of research, reflective practice and as a pedagogical approach in English Language Teaching (ELT). The book provides an introduction to the history of duoethnography and lays out its theoretical foundations. The chapters then address duoethnography as a research method which can be used to explore critical and personal issues among ELT teachers, discuss how duoethnography as a reflective practice can aid teachers in understanding themselves, their colleagues or their context, and demonstrate how duoethnography can be used as a pedagogical tool in ELT classrooms. The chapters are a range of duoethnographies from established and emerging researchers and teachers, which explore the interplay between cultural discourses and life histories with a focus on ELT in Japan.