Adventure in a new language: what a first generation Canadian immigrant’s narrative holds for ESL teachers

• Authors: Xing Fang
• Languages of publication: EN

Abstracts

EN

This paper explored the value of learner’s stories for ESL (English as a Second Language) teachers’ teaching and research through a narrative inquiry of the lived English learning experience of a first generation Canadian immigrant. It first reviewed the concept of narrative and the significance of launching narrative inquiry. Then, it presented an interview conducted with the Canadian immigrant as a model of narrative inquiry. Themes of the narrative interview were found to resonate with theoretical issues of SLE (Second Language Education), ESL and SLA (Second Language Acquisition). Considering the themes and the entire interviewing process, this paper closed with a discussion of the benefits of narrative inquiry for ESL teachers’ teaching and research.

Keywords

EN

Narrative inquiry; qualitative research; ESL teachers; L2 learning

• Publisher: Sciendo
• Journal: Journal of Language and Cultural Education
• Year: 2016
• Volume: 4
• Issue: 3
• Pages: 222-232

Dates

published

2016-09-01

online

2016-11-08

Contributors

author

Xing Fang

• Institute for Tourism Studies, Macau,

Identifiers

DOI

10.1515/jolace-2016-0033