Ulteriori informazioni
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.
Info autore
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.
Riassunto
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.
Relazione
Weaving Stories of Language Education with Narratives of Teachers and Learners is a valuable pedagogical and academic resource. The editors collective effort brings together diverse voices that reflect the contemporary realities of English language education in Japan while contributing meaningfully to global discussions on narrative, teaching, and learning. (Pasan Athapaththu, Narrative Inquiry, November 25, 2025)
