Narrative research in language teaching and learning

Dados Bibliográficos

ID7433259
AutoresGary Barkhuizen (0000-0003-3192-9245, University of Auckland, autor correspondente)
Ano2014
Volume47
Fascículo4
Páginas450-466
Data de publicação2014-09-09
Peer ReviewedSim
Open AccessSim
TipoARTICLE
PeriódicoLanguage Teaching (JOURNAL)
Identificadores do periódicoISSN: 0261-4448 • E-ISSN: 1475-3049
EditoraCambridge University Press (CUP) (PUBLISHER)
DOI10.1017/s0261444814000172
OpenAlexW2158321017
IdiomaEN
Citações recebidas26
Referências citadas13

Narrative research in language teaching and learning (LTL) is concerned with the stories teachers and learners tell about their lived and imagined experiences. Teachers typically tell about their professional development and their practices, and learners about their experiences of learning and using languages. What stories are, and indeed what narrative research is, however, remains far from agreed upon in LTL research. There is no single, all-encompassing definition of narrative (research), probably because the same situation exists in other disciplines from which empirical work in LTL draws its theoretical and methodological assumptions and approaches. Stanley & Temple (2008: 276), for example, say that generally there is ‘little shared sense of core concerns, of approach, and even of what narrative is seen as’. In LTL, narrative, whether as text/artefact, method of analysis, or both, has become a popular catchall term for much activity in qualitative, interpretive research which focuses on the experiences of research participants. In other words, it has been appropriated by researchers who exhibit varying degrees of epistemological commitment to narrative, and this is evident in the design and reporting of their research

Narrative network · Discourse Analysis in Language Studies · EFL/ESL Teaching and Learning · Multilingual Education and Policy