Literaturnachweis - Detailanzeige
| Autor/inn/en | Loo, Daron B.; Sairattanain, Jariya |
|---|---|
| Titel | Interpretive Frameworks for Narrative Inquiry Studies of English Language Teaching in Asia: Displacing the Research Context? |
| Quelle | In: Power and Education, 14 (2022) 3, S.296-303 (8 Seiten)Infoseite zur Zeitschrift
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| Zusatzinformation | ORCID (Loo, Daron B.) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| DOI | 10.1177/17577438221093629 |
| Schlagwörter | English (Second Language); Second Language Learning; Second Language Instruction; Guidelines; Ethnography; Teacher Attitudes; Personal Narratives; Language Teachers; Professional Identity; Foreign Countries; Teacher Characteristics; China; Thailand; Japan; Hong Kong; South Korea; Australia |
| Abstract | Interpretive frameworks may be helpful to understand narratives, yet they also risk displacing unique information of the research context. In this paper, we argue that such is the case in narrative inquiry studies of English language teaching set in the Asian context, perhaps due to the pressure to use familiar interpretive frameworks that are sanctioned by scholars. Through meta-ethnography, we examined recent narrative inquiry studies set in Asia. It was observed that the research findings do not offer any critical insights about the context of the study; instead, they add to the prevalence of broad constructs of English language education, such as the components of identity. For future narrative inquiry research, we recommend researchers to consider utilizing local meanings pertinent to the study context as an analytical lens, as a means to Asianize the field. (As Provided). |
| Anmerkungen | SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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