Narrative Inquiry in Language Teaching and Learning Research is the only entry-level introduction to research methods using stories, either as data or as a means of presenting findings, and a practical guide for those interested in carrying out narrative studies. This successful text is grounded in published empirical research within the field of language teaching and learning and clearly defines basic concepts in narrative inquiry, explaining how and why narrative methods have been used in language teaching and learning research and outlining different choices and approaches. It also examines the different ways of eliciting, analyzing, and presenting narrative inquiry data, which offers exciting prospects for language teaching and learning research. This second edition has been fully revised and updated to reflect the latest research and includes new sections on multimodal digital narrative research and the reporting of findings in dissertations and theses. This original and well-respected textbook is an ideal course book for specialist courses on narrative inquiry in language teaching and learning. It is an excellent entry-level text for undergraduate students preparing honours projects, postgraduate masters’ and doctoral students embarking on narrative projects, and more advanced researchers seeking to understand the role of narrative inquiry in language teaching and learning research. It is also the go-to choice as a reference on narrative in more general applied linguistics research methodology courses.

Narrative Inquiry in Language Teaching and Learning Research provides an entry-level introduction to research methods using stories, as data or as a means of presenting findings, that is grounded in published empirical research within the field of language teaching and learning. It discusses basic definitions and concepts in narrative inquiry, explains how and why narrative methods have been used in language teaching and learning research, and outlines the different approaches and topics covered by this research. It also examines the different ways of eliciting, analyzing, and presenting narrative inquiry data.Narrative inquiry offers exciting prospects for language teaching and learning research and this book is the first focused and practical guide for readers who are interested in understanding or carrying out narrative studies.

This book brings together contributions from various researchers, providing an overview of narrative research approaches and demonstrating how these work in practice. A broad range of approaches are covered, from well-established and well-known thematic analysis (particularly of 'big stories'), to the more recent sociolinguistic discourse analysis of 'small stories', and the innovative analysis and presentation of visual and performance data such as drawings and drama. This overview includes not just an illustration of narrative research, but the methodological processes which underpin it, relating these to relevant narrative theory. The book, therefore, is both a how-to-do narrative research text and a presentation of narrative studies, providing case study examples and ideas for further research.

Featuring contributions from leading scholars in the field, The Handbook of Narrative Analysis is the first comprehensive collection of sociolinguistic scholarship on narrative analysis to be published. Organized thematically to provide an accessible guide for how to engage with narrative without prescribing a rigid analytic framework Represents established modes of narrative analysis juxtaposed with innovative new methods for conducting narrative research Includes coverage of the latest advances in narrative analysis, from work on social media to small stories research Introduces and exemplifies a practice-based approach to narrative analysis that separates narrative from text so as to broaden the field beyond the printed page

"This book provides insights for both native language teachers and local language teachers alike who conduct team-taught lessons by revisiting the topic of foreign assistant language teachers (ALTs), the Japan Exchange and Teaching (JET) program, and team teaching. This book is innovative in that (a) it is the first to elucidate ALTs' experiences comprehensively, across both historical time (i.e., prior to, during, and after the JET program) and social space (i.e., inside and outside the school), thereby revealing their multiple identities that they come to construct and reconstruct over time and (b) it explores the meanings and perspectives of particular phenomena that ALTs experience within their specific social settings from their own individual points of view. This inquiry does this by using personal narrative accounts gathered from multiple participants. Through these narrative accounts, Hiratsuka formulates a conceptualization of ALT identity, an effort that has hitherto been neglected. As a consequence, this book offers several practical and empirical applications of the conceptualization to future endeavors involving native language teachers and those who engage with them, including the key stakeholders of local language teachers, their local boards of education, the governments, and language learners across the globe"--

A collection of personal, contextualized stories of teachers assessing their own experiences in gaining expertise as language teachers. Preservice and inservice teachers will benefit from the insights provided in this book, as will Language Teacher Educators and education researchers.

Explores how individuals' identity and personal practical knowledge are being formed, shifted or interrupted through moments in teacher education.