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Narrative Inquiry in Applied Linguistics Research

Published online by Cambridge University Press:  22 December 2014

Phil Benson
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Abstract

The importance of narrative inquiry as an alternative approach to research in the humanities and social sciences has grown considerably over the past 20 years or so. Over the past decade, it has also become an established approach to research on second and foreign language learning and teaching through the publication of numerous data-based studies and several texts on narrative inquiry for applied linguistics. Focusing on studies published since 2008, this article outlines the scope of narrative research on language learning and teaching at the present time. It discusses recent innovations in data collection (the use of mixed and longitudinal methods and the use of narrative frames and multimodal data) and data analysis (focus on the discourse of narrative and the use of narrative writing). It concludes that these innovations represent a welcome trend toward methodological diversity that is strengthening the contribution of narrative inquiry to our understanding of the experience of language teaching and learning.

Type
Research Article
Information
Annual Review of Applied Linguistics , Volume 34 , March 2014 , pp. 154 - 170
Copyright
Copyright © Cambridge University Press 2014 

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References

ANNOTATED BIBLIOGRAPHY

Barkhuizen, G. (Ed.). (2013). Narrative research in applied linguistics. Cambridge, UK: Cambridge University Press.

This edited collection of papers by experienced narrative researchers consists of empirical case studies in which the authors also focus on methodological issues involved in their approaches to narrative inquiry.

Barkhuizen, G., Benson, P., & Chik, A. (2013). Narrative inquiry in language teaching and learning research. London, UK: Routledge.

This book is an introduction to narrative inquiry methods grounded in published work in language teaching and learning research. The monograph includes sections on oral, written and multimodal narratives, data analysis, and writing up narrative research.

Johnson, K. E., & Golombek, P. R. (Eds.). (2002). Teachers’ narrative inquiry as professional development. Cambridge, UK: Cambridge University Press.

This is an edited collection of papers in which language teachers use narrative inquiry to explore and reflect upon their experiences of instructional practices, language learning, language teaching, and professional collaboration. The editors’ introduction makes a strong argument for the role of narrative inquiry in teachers’ professional development.

Kalaja, P., Menezes, V., & Barcelos, A. M. F. (Eds.). (2008). Narratives of learning and teaching EFL. Basingstoke, UK: Palgrave Macmillan.

This international edited collection of data-based narrative studies demonstrates a variety of approaches and mainly focusing on the subjective experience of learning English as a foreign language. The book includes contributions on the experience of EFL in Brazil, Finland, Sweden, Japan, Spain, Hong Kong, and the United Kingdom.

Polkinghorne, D. E. (1995). Narrative configuration in qualitative analysis. Qualitative Studies in Education, 8, 5–23.

This seminal article discusses the place of narrative inquiry in qualitative research, introducing the important distinction between analysis of narratives and narrative analysis. Polkinghorne argues for more research that adopts narrative as method of data analysis and presentation of research findings.

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