I spent Friday and Saturday at the TESOL Research Colloquium, hosted annually by the University of Sydney. I always enjoy going this free (!) event. This year, I attended for the first time a Friday pre-colloquium workshop: Gary Barkhuizen’s excellent 3-hour session on narrative inquiry. It was a very informative session that provided me with several new ideas for how to explore L2 teachers’ cognition about pronunciation pedagogy. The next morning, Gary did the colloquium’s opening plenary in which he discussed narrative frames. In essence, a narrative frame is a tool that guides the story teller. That is, a frame contains several language gambits (i.e., short phrases) that provide the narrator with some structure to follow. The result is a coherent story that is relatively easy analyze. Of course, like any research instrument, narrative frames are not without flaws, but as Gary convincingly argued, they hold tremendous potential for qualitative research. My next task is now to read some of the papers/references that were mentioned in the two narrative sessions, and then contemplate how to integrate narrative inquiry into my research agenda. I’ll keep you posted!
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I am a Senior Lecturer in TESOL at the University of Wollongong in Australia. This blog is a reflection of my journey as a researcher, L2 teacher educator, and language teacher. Archives
June 2021
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