Pushing the edge in narrative inquiry

Barkhuizen, Gary; Consoli, Sal

doi:10.1016/j.system.2021.102656

Cited by 58 publications

(20 citation statements)

References 38 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Defined simply, narrative inquiry in SLA is understanding language learning experiences through stories. Barkhuizen and Consoli (2021) described it as a form of qualitative research that derives power from stories and “examines people's experiences from their perspectives” (p. 2). This research methodology has gained traction in the TESOL field (Bell, 2002; Hiratsuka, 2018).…”

Section: Methodsmentioning

confidence: 99%

Eliciting students' stories: Student perspectives on anecdote materials

Castellano

2022

TESOL Journal

View full text Add to dashboard Cite

This article provides critical student perspectives on a set of instructor‐created materials in which students ultimately delivered a spoken anecdote in a class presentation. The research was conducted qualitatively through the lens of narrative inquiry. Data were gathered from six participants, all undergraduate English majors at a Japanese university. Results found that participants experienced various difficulties related to the materials and task, primarily due to their unfamiliarity with anecdotes and vocal prosody. However, participants reported benefits of these lessons such as perceived second language (L2) development and real‐world relevance. Participants also applied lessons learned from the materials in a variety of contexts including study abroad and job interviews, demonstrating that telling anecdotes about themselves can be a highly authentic task. The findings advise instructors to consider students' backgrounds, introduce anecdote elements, and provide ample feedback and repetition. The article also suggests that material developers should consider student feedback as an essential component when designing classroom materials.

show abstract

Section: Methodsmentioning

confidence: 99%

Eliciting students' stories: Student perspectives on anecdote materials

Castellano

2022

TESOL Journal

View full text Add to dashboard Cite

show abstract

“…This research used a qualitative method while the design of the research was a narrative inquiry. The method was chosen since it was simple to gain in-depth data from people's stories from the people's self-account and reflections (Barkhuizen & Consoli, 2021;Savin-Baden & Van Niekerk, 2007;Suryana et al, 2021). The participant of this research was an Afghan teacher teaching English in an Indonesian junior high school.…”

Section: Methodsmentioning

confidence: 99%

International Teacher Identity Construction: A Story of An Afghan International Student

Budianto¹

2022

borju. borneo. educational. j.

View full text Add to dashboard Cite

Foreign language plays important role in constructing a new identity for an international student. This paper explored the role of English for an international student studying in an Indonesian institute in constructing a new identity as an international teacher in Indonesia. This research used qualitative as the method and narrative inquiry became the research design. The participant of this research was an Afghan international student pursuing a master's degree in an Indonesian institute. The data were obtained through semi-structured interviews and documentation. The findings of this research showed that English skills were needed to show that the participant was an international teacher and English was beneficial for the participant in constructing a new identity as an international teacher in Indonesia. The participant had started learning English in his Junior High School and practiced using it intensively when the participant went abroad to continue his study for bachelor’s and master’s degrees. This research also revealed that having good speaking skills opened an opportunity for the participant to apply for a job as an English international teacher in Indonesia. Moreover, the speaking skills and international English teacher identity created a bridge for the participant to be a speaker for some events such as seminars and English-based events held by schools and institutes. This research was limited to a participant from a country and focused on teacher identity. It is suggested for future research to conduct similar research with more various participants from various countries and focus on another kind of identity construction.

show abstract

“…However, the concepts of multiliteracies and multiliteracies pedagogy are complex, academic and theoretical (Kiss & Mizusawa, 2018;Kulju et al, 2018). Additionally, Barkhuizen and Consoli (2021) highlight that researching with and about people could be a "messy endeavour at a practical level" as people's lives are "unique, complex, and unpredictable" (p. 4). Within the context of my study, I only appreciated the full breadth of these complexities whenupon the initial semi-structured interviewthe teacher participants found it challenging to narrate their literacy teaching practices.…”

mentioning

confidence: 99%

“…This background underpins my two main reasons for engaging narrative inquiry as my research methodology. First, the process of self-reflecting and making sense of my own experiences through narratives has allowed me to understand my teaching practices and the knowledge I held as a teacher (Barkhuizen & Consoli, 2021;Clandinin, 2020). Second, and in relation to the first, I have a strong sense of seeing teachers as "knowing and knowledgeable individuals" (Clandinin & Huber, 2010, p. 438).…”

mentioning

confidence: 99%

Navigating (mis)assumptions in exploring teachers’ knowledge and practice of multiliteracies pedagogy

Yap

2022

WJE

View full text Add to dashboard Cite

My research aims to explore teachers’ literacy experiences and teaching practices in New Zealand intermediate schools through the lens of multiliteracies pedagogy (MLP). However, upon the initial semi-structured interview, I realised my (mis)assumptions and learned that it could be demanding and challenging for teachers to narrate their literacy teaching beliefs and practices. Consequently, I reworked my interview protocols and switched from semi-structured to unstructured interviews. Then I conducted them in conjunction with the collection of observational data. I also extracted the key elements of MLP – diversity, multimodality and a repertoire of pedagogy – and substituted them with terms and practices more familiar to the teachers. Through this experience, I discovered that honesty, flexibility and adaptability are some of the essential characteristics when conducting research as a novice researcher.

show abstract

Pushing the edge in narrative inquiry

Cited by 58 publications

References 38 publications

Eliciting students' stories: Student perspectives on anecdote materials

Eliciting students' stories: Student perspectives on anecdote materials

International Teacher Identity Construction: A Story of An Afghan International Student

Navigating (mis)assumptions in exploring teachers’ knowledge and practice of multiliteracies pedagogy

Contact Info

Product

Resources

About