Narrative Inquiry: A Dynamic Relationship between Culture, Language and Education

Autor/in	Chan, Esther Yim Mei
Titel	Narrative Inquiry: A Dynamic Relationship between Culture, Language and Education
Quelle	In: Australian Journal of Teacher Education, 42 (2017) 6, S.22-34, Artikel 2 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0313-5373
Schlagwörter	Correlation; Stereotypes; Foreign Countries; Language of Instruction; Cultural Influences; Student Teacher Attitudes; Reflection; Teacher Education; Teaching Methods; Personal Narratives; English (Second Language); Foreign Policy; Sino Tibetan Languages; Second Language Learning; Mandarin Chinese; Language Planning; Language Attitudes; Native Language; Educational Policy; Qualitative Research; Cultural Background; Learning Processes; Elementary Secondary Education; Hong Kong + Suchen Sie Ihr Suchwort? Korrelation; Klischee; Ausland; Teaching language; Unterrichtssprache; Cultural influence; Kultureinfluss; Lehrerausbildung; Lehrerbildung; Teaching method; Lehrmethode; Unterrichtsmethode; Erlebniserzählung; English as second language; English; Second Language; Englisch als Zweitsprache; Außenpolitik; Zweitsprachenerwerb; Sprachwechsel; Sprachverhalten; Politics of education; Bildungspolitik; Qualitative Forschung; Learning process; Lernprozess; Hongkong
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. (As Provided).
Anmerkungen	Edith Cowan University. Bradford Street, Mount Lawley, West Australia 6050, Australia. Web site: http://ro.ecu.edu.au/ajte/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01