Uncovering the hidden face of narrative analysis: A reflexive perspective through MAXQDA

Consoli, Sal

doi:10.1016/j.system.2021.102611

Cited by 27 publications

(10 citation statements)

References 12 publications

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“…The findings revealed that the teacher’s emotions and choices of emotional labor strategies were highly connected to her identity and to her relationship with students. Such connections further prove that any person’s life is unique, complex, and unpredictable when he/she is embedded in and exposed to complex social milieus (e.g., values and ideologies; Consoli, 2021 ); these social milieus shape one’s self ( Ahn, 2021 ) and influence one’s emotions; in return, the emotions expressed and experienced by the person enable him/her to navigate various situations and cultures and guide him/her to make decisions and establish and maintain relationships with others ( Ahn, 2021 ), which are significant aspects of teachers’ work no matter what types of teaching contexts they are embedded in.…”

Section: Discussionmentioning

confidence: 97%

“…The fragmented data in each column in Suppelmentary Appendix C were “restoried” into a set of coherent whole ones, each one with an event (e.g., Daughter A’s performance in the Chinese Speech Contest) and a core meaning item (e.g., turning point toward the expression of naturally felt emotions) as its thematic heading or storyline ( Polkinghorne, 1995 ; Consoli, 2021 ). Then these new stories were interpreted through repeated comparison and contrast between written and spoken narratives.…”

Section: Discussionmentioning

confidence: 99%

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Emotional Labor in Teaching Chinese as an Additional Language in a Family-Based Context in New Zealand: A Chinese Teacher’s Case

2022

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New Zealand is a multilingual and multicultural society, where English, Maori, and the New Zealand sign language are designated as its official languages. However, some heritage languages (e.g., Chinese/Mandarin Chinese, French, German, Japanese, and Korean, among others) are also taught either within or outside the national education system. During the past decade, an increasing number of students have chosen Mandarin Chinese (hereafter “Chinese”) as an additional language (CAL) because of its fast-growing importance. To date, studies regarding CAL are mainly based on the mainstream Chinese programs (i.e., in schools or universities) or online platforms, with less attention paid to other types of teaching contexts (e.g., family-based and private tutoring contexts) where there also exist many potential challenges awaiting teachers. To fill in this gap, this study, based on a teaching program consisting of two families in New Zealand, explored the trajectories of a CAL teacher’s emotional labor for 47 weeks to understand how she managed her emotions when she taught the language as well as balanced the relationship among the three parties: the institution, the two families, and herself. Narrative inquiry was used as a methodological approach. The data involved written and spoken narratives. Using inductive and deductive thematic analysis, findings revealed her different understandings of the emotional labor in the two families, respectively, during the program. Further analysis of the data revealed some factors that impacted her emotional labor and how they impacted her teaching in a family-based context. We concluded our study with a discussion of the implications of these findings for teaching CAL in similar contexts.

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Section: Discussionmentioning

confidence: 97%

Section: Discussionmentioning

confidence: 99%

Emotional Labor in Teaching Chinese as an Additional Language in a Family-Based Context in New Zealand: A Chinese Teacher’s Case

2022

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“…However, I do not think that in publications I should just report the participant's view (and hide mine) or try too hard not to “impose” myself on the interpretation of the data. Rather, if we look at our inquiry processes, people, and findings through the lens of life capital and recognize our own complex life ecologies, we may enrich our findings rather than contaminate them, thereby offering new insights for further debate or analysis (Consoli, 2021b).…”

Section: A Life Capital Methodologymentioning

confidence: 99%

Life Capital: An Epistemic and Methodological Lens for TESOL Research

Consoli

2022

TESOL Quarterly

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This paper draws on one of Pierre Bourdieu’s core dimensions of social theory: the notion of capital. Bourdieu's work has percolated various academic domains and transcended disciplinary boundaries, thereby leading to new vistas and questions. It is in the spirit of generating “new vistas” that this paper offers considerations which may serve as an epistemic and methodological drive to reinvigorate our social research practices within TESOL. In particular, I argue for a new application of Bourdieu's sociological concept to account more holistically for the complexities of TESOL research practices, and I present a proposal that may support the TESOL research community in addressing the “realities” and “dilemmas” of our field (McKinley & Rose, 2017). Ultimately, life capital will act as a catalyst to promote a fresh perspective on our research—a lens which, in the long run, may yield TESOL research that fully acknowledges, values, and celebrates the humanness of our inquiries.

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“…In this light narrative discourse is understood as specific communicative events designating linguistic practices and complex social and ideological processes behind them ( Podboj & Lujić, 2020). Consoli (2021) insists that narrative inquiry is not only just telling stories, but systematical analysis of ''the underlying insights and assumptions that the story illustrates'' (Bell, 2002, p. 208) aimed at the understanding, creation and sharing of new knowledge. Moreover, the main feature of narrative discourse is to represent the viewpoints ( van Krieken, 2018).…”

Section: Methodology Theoretical Backgroundmentioning

confidence: 99%

New Understanding of the Barriers to Foreign Students Adaptation in the Changing Educational Landscape: The Case of Psycholinguistic Narrative Analysis

Tikhonova

Kosycheva

Efremova

2021

JLE

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The COVID-19 pandemic has changed nowadays life in every aspect so irreversibly that there is no doubt that the educational landscape must be continuously re-evaluated and revised. In this regard, particular emphasis is given to the issues of academic mobility and adaptation of foreign students. The aim of the study is to clarify a new understanding of the issues traditionally faced by foreign students in universities in the host country and to analyze new barriers that have arisen as a result of the spread of the COVID-19 pandemic. This paper reports on a narrative research study exploring the experiences and perceptions of 42 first-year bachelor and master foreign students having come to Russia for the first time. Taking into account that human behaiviour can be predicted through language patterns, we analysed language features to compare the participants’ rational and emotional perception of the barriers to adaptation highlighted from their narratives. The findings suggest that almost all issues traditionally faced by foreign students have received a new understanding or have changed their hierarchy in their perception. Contemporary challenges have also created new barriers to adaptation. Temporalities and restrictions in physical movement received special emphasis as an obstacle to adaptation of foreign students. In the context of the total transformation that awaits higher education after the end of the pandemic and its transition to a hybrid format, the results of this study can be used by academic developers to establish a system of foreign students’ psychological adaptation.

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Uncovering the hidden face of narrative analysis: A reflexive perspective through MAXQDA

Cited by 27 publications

References 12 publications

Emotional Labor in Teaching Chinese as an Additional Language in a Family-Based Context in New Zealand: A Chinese Teacher’s Case

Emotional Labor in Teaching Chinese as an Additional Language in a Family-Based Context in New Zealand: A Chinese Teacher’s Case

Life Capital: An Epistemic and Methodological Lens for TESOL Research

New Understanding of the Barriers to Foreign Students Adaptation in the Changing Educational Landscape: The Case of Psycholinguistic Narrative Analysis

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