Narrative Inquiry: A Dynamic Relationship between Culture, Language and
Education
Esther Yim Mei Chan (2017) in her article entitled “Narrative Inquiry: A Dynamic
Relationship between Culture, Language and Education” addresses the issue of language in
education, and suggests that changing the medium of instruction should not be understood as
purely a pedagogical decision. 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. Considering the focus of this research, the
author addressed the following two research questions:
1. What is the relationship between culture and language and its impact on learning?
2. How does narrative inquiry support teachers to become reflective thinkers?
In this paper, the author begins by examining the relationship between culture and
language. The author then discusses the use of storytelling as a means for encouraging and
supporting reflective practice. By exploring personal narratives collaboratively with a student
teacher, the author illustrates how narrative inquiry is adopted as a pragmatic approach to
support teacher development.
Regarding research participant, the author said:
“In this study, I began with an inquiry into the relationship between culture and
language that provides an understanding of how language policies affect learning
preferences. Considering the challenge of preparing student teachers as reflective
practitioners, I share critical experiences of my research participant and my own
experiences to explain how deep reflections can be elicited by stories told. It is
1
Education
Esther Yim Mei Chan (2017) in her article entitled “Narrative Inquiry: A Dynamic
Relationship between Culture, Language and Education” addresses the issue of language in
education, and suggests that changing the medium of instruction should not be understood as
purely a pedagogical decision. 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. Considering the focus of this research, the
author addressed the following two research questions:
1. What is the relationship between culture and language and its impact on learning?
2. How does narrative inquiry support teachers to become reflective thinkers?
In this paper, the author begins by examining the relationship between culture and
language. The author then discusses the use of storytelling as a means for encouraging and
supporting reflective practice. By exploring personal narratives collaboratively with a student
teacher, the author illustrates how narrative inquiry is adopted as a pragmatic approach to
support teacher development.
Regarding research participant, the author said:
“In this study, I began with an inquiry into the relationship between culture and
language that provides an understanding of how language policies affect learning
preferences. Considering the challenge of preparing student teachers as reflective
practitioners, I share critical experiences of my research participant and my own
experiences to explain how deep reflections can be elicited by stories told. It is
1
