Examples Of Narrative Inquiry

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There is a myriad of reasons why narrative inquiry is appropriate for this study. The rationale for applying a narrative inquiry to this study is because it is one of the best ways to reflect upon experiences that explore multicultural and linguistic teaching strategies (Cavendish, 2011). Additionally, narrative inquiry is about knowing, as it allows teachers to reflect upon their individual teaching practices, which has the capability to shape and transform current teaching practices into something new and effective in the multicultural classroom (Mendieta, 2013). Narrative inquiry is salient in this study because it allows ESOL teachers to closely examine their language instructional strengths and weaknesses in the classroom, and helps…show more content…
8). Essentially, knowing a teacher’s social and cultural background aids in understanding their practical knowledge and how it shapes language teaching. The third and final reason why narrative inquiry approach is significant in conducting this study is that it allows teachers to make sense of the world around them, and in the world in which they live. It is progressive in its orientation due to the relationships and associations that teachers have with people from culturally diverse backgrounds. In effect, an acute awareness of multiculturalism and linguistic diversity is brought to the frontage of the teachers’ classroom (Mendieta,…show more content…
An affordance of employing narrative inquiry in this research study is that there are a number of data collection methods that can be used. Data can be in the form of field notes, interview transcripts, autobiographical writing, letter writing, observations, journal records, school and class plans, newsletters, pictures, school rules and regulations, audio and video recordings, oral histories, storytelling, and any other useful text or data that is associated with a person’s life (Johnson & Golombek, 2011). Another affordance of narrative inquiry approach is that it examines real life issues, and aims to provide real world measures and solutions to those problems (Johnson & Golombek, 2011). For instance, it allows ESOL teachers to examine language learning in the classroom, to identify existing problems to learning, and then offers a suitable measure to remedy that problem or issue (Johnson & Golombek, 2011). On the whole, the affordances of narrative inquiry to this study is that it will allow for the researcher to grasp the individual lived experiences of ESOL teachers and explore the teaching learning implications and outcomes of those individual experiences (Johnson & Golombek,

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