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ELT Journal Advance Access published online on May 29, 2007
ELT Journal, doi:10.1093/elt/ccm043
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© The Author 2007. Published by Oxford University Press; all rights reserved.

A narrative approach to exploring context in language teaching

Gary Barkhuizen

Gary Barkhuizen works in the Department of Applied Language Studies and Linguistics at the University of Auckland in New Zealand. His teaching and research interests are in the areas of language teacher education, learner language, sociolinguistics, and all things narrative

Email: g.barkhuizen{at}auckland.ac.nz


  Abstract

In recent years there have been persistent calls for teachers to explore their teaching contexts in order to become more aware of them and to understand them. Doing so would enable teachers to make more informed decisions about their practice and their students' learning. This article outlines a narrative approach for exploring context. A narrative inquiry case is presented to provide a framework for the discussion. Emerging from this narrative case are three levels of story applicable to the participant English teachers' lives. A brief description of these levels is provided, and is followed by an illustration of each using extracts from the written story of one of the participating teachers.


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