Narrative Inquiry and ELT Research.

This chapter explores the contributions and potential of narrative inquiry in English language teaching. Two stories of experience are presented and used as a touchstone throughout the chapter. We begin by discussing key terms—narrative inquiry and English language teaching and learning—to set boundaries for the review. The latter term led to a literature of learning of English as a second, third, or other language in predominantly English-speaking cultures and environments. The former term led to an experiential literature focused on language learning in life contexts. The narrative inquiry research literature is traced through the social sciences, educational studies, and language learning literature. Experiential characteristics of narrative inquiry are brought forward, and a detailed narrative inquiry analysis is made of two specific studies. In addition, life-based literary narratives are named and described. The contribution of narrative inquiry lies in its potential to permit and encourage the study of English language teaching and learning in the context of life and in the pursuit of broad educational questions. [ABSTRACT FROM AUTHOR]