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

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

• Chan, Yim Mei Esther The Education University of Hong Kong

Australian Journal of Teacher Education, 42(6), 22-34, 2017

Social Science Press

2017

• F Learning & Teaching
  • FA General Teaching Strategies, Different Instructional Methods
• F Learning & Teaching
  • FE Medium of Instruction, Language of Teaching, Bi-& Multilingual Education, Problems of Bilingualism, Code-mixing & Code-switching

• Hong Kong

• 1997.7 onwards

• Unknown or Unspecified

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.]

• English

Journal Articles

• 03135373
• 1835517X

https://bibliography.lib.eduhk.hk/en/bibs/7a031f9b

2017-09-08