ABSTRACT
This literacy autobiography explores several related but less explored ideas that circulate around writing, literacy, and TESOL. They are: the importance of embodied contextual experiences of using pens, pencils, paper, and more in widely varying literacy development; the importance of pleasure and affect in understanding literacy practices; and the importance of both personal and textual history that builds over time with any particular text, such as this particular literacy autobiography, or genre, such as the larger emerging genre of literacy autobiographies. In following this path, the author takes advantage of the affordances of literacy autobiographies as a genre. He compares his early education in Canada and then his teaching in Korea to consider the different ecological resources available in diverse contexts to develop his literacy competence.
