Narrative inquiry: A dynamic relationship between culture, language and education

Research output: Contribution to journalArticle

2 Citations (Scopus)

Abstract

Human development is a cultural process, and language serves as a cultural tool is closely related to virtually all the cognitive changes. The author addresses issues of language in education, and suggests that changing the medium of instruction should not be understood as purely a pedagogical decision. The connection between culture and language is examined for understanding why Hong Kong Chinese learners are stereotyped as passive learners. Through exploring personal experience with a student teacher, the author exemplifies how narrative inquiry is found to be a pragmatic approach to support teachers to become reflective thinkers. This study argues that narrative methods can serve as pedagogical strategies in teacher education since narrative can help both teachers and learners reflect on, question, and learn from their storied experiences. Copyright © 2017 Edith Cowan University.
Original languageEnglish
Pages (from-to)22-34
JournalAustralian Journal of Teacher Education
Volume42
Issue number6
DOIs
Publication statusPublished - Jun 2017

Fingerprint

narrative
teacher
language
education
student teacher
Hong Kong
pragmatics
experience
instruction

Citation

Chan, E. Y. M. (2017). Narrative inquiry: A dynamic relationship between culture, language and education. Australian Journal of Teacher Education, 42(6), 22-34.