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This edited volume presents a collection of diverse narrative inquiries into the lived experiences of individuals engaged in English language teaching and learning. By foregrounding personal stories, the book sheds light on how educators and learners construct meaning, navigate challenges, and develop identities within the context of language education. Organised into three thematic sections-(1) narrative inquiry of language teachers, (2) narrative inquiry of language learners, and (3) self-authored narratives by language teachers-the volume showcases a range of narrative forms, from research-based analyses to introspective personal accounts. This multiplicity of perspectives offers readers a comprehensive understanding of the human dimensions of language education. Set against the backdrop of English language education in Japan, the book provides valuable insights into the cultural and institutional contexts that shape teaching and learning experiences. It serves as a resource for scholars, educators, and students interested in narrative inquiry, language teacher development, and sociocultural aspects of language learning. By bringing together these varied narratives, the volume invites readers to reflect on the complexities of language education and the transformative power of storytelling in understanding educational practices.
Nami Sakamoto is an Associate Professor at Doshisha University, Japan.
Masako Nasu is a Professor at Okayama University, Japan.
Kazutake Kita is a Professor at Tokyo University of Science, Japan.
Masayuki Teranishi is a Professor at the University of Hyogo, Japan.
1. Introduction. Yes, but it's just a story, is it true? Narrative Activity in L2 Teaching and Learning.- Section ? Inquiry Into Teachers' Narratives.- 2 Visualising Narratives of an ALT: Identity, Reflection, and Team Teaching.- 3 'My students are not so good at English': Diagnosing Students' Difficulty as a Display of Professional Teacher Identity.- 4 Teachers' Stories Created Through Collaborative Group Narratives.- 5 Professional Development and Emotional Conflict of an Early-Career Elementary School Teacher with High English Proficiency: Focusing on the Narratives about Pronunciation Instruction.- 6 Teachers' Views on the Use of Literature in the EFL Classroom: Analysis of the Interviews with University Teachers in Japan.- Section ? Inquiry Into Learners' Narratives.- 7 A Narrative Approach to the Life Stories of Foreign Language Learners: Modelling External and Internal Factors of Successful Learning Experience.- 8 Content and style of EFL learners' written narratives: How their linguistic experience is represented in the target language.- 9 Hear the Learners Talk: EFL Learners' Narratives in an Extensive Reading Programme.- 10 A Defence of Traditional Methods of English Language Teaching and Learning in Japan: Case-Study Research into Life Stories of the Japanese Masters of English.- Section ? Teachers' Own Authored Narratives.- 11 Mapping the Path of an English Teacher: Embracing Transformative Experiences from a Novice Teacher's Perspective.- 12 In-service Teachers Grow-Or Do We?.- 13 Pride and Humility: Learning to Balance Both on the JET Programme.- 14 Teaching Life on a Small Island.- 15 From Eikaiwa to Academia: A Journey of Teaching and Growth in Japan,- 16 My Journey with English.
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